Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8498
O Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) integra o Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA). O Curso diferencia-se da especialização (Pós-Graduação lato sensu) em áreas de ensino pelo aprofundamento do conhecimento de metodologias de pesquisa e de aprendizagem, efetivo processo de produção do conhecimento sobre e na ação docente, bem como pela obrigatoriedade de desenvolvimento de um produto de ensino.
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Item Acesso aberto (Open Access) Gamificação e aprendizagem: uma proposta para professores de ciência/química dos anos finais do ensino fundamental(Universidade Federal do Pará, 2024-11-05) VIRGOLINO, Mayara de Brito; BRABO, Jesus Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540The speed with which information and different types of knowledge circulate in society, through the advance of Digital Information and Communication Technologies, has transformed people's habits and behaviors in their daily lives. Reflecting on the impact of these changes on the educational scenario, there is a need for innovation and the development of new practices that can involve students in the teaching-learning process. In this sense, considering gamification as a methodological strategy, to increase student motivation and engagement during learning, this research aimed to develop an educational product in the form of a teaching guide, with gamified activities, for teaching Atomic Models in the context of Primary Education. From this, we sought to answer the following guiding question: what impacts can the use of gamification bring to the learning process of Atomic Models in the final years of Primary School? Concerning methodology, a qualitative study was carried out, using the principles of participant observation, developed in three stages: I) Bibliographic mapping; II) Planning of the educational product; and III) Application and evaluation of the educational product. The product was applied in the second bimester of 2023, in a private school in the municipality of Ananindeua, in the state of Pará, where the research teacher works, and 48 students from two 9th-grade classes took part in the research. As this was an analysis of educational activity, participant observation was used as a data collection tool, along with speech recordings, questionnaires, and written productions. The results show that the use of gamification proved to be effective in learning the proposed content, as well as in participation in the gamified activities, highlighting aspects such as student engagement, collaboration, and motivation, through the presence of game elements such as levels and challenges, contributing to increased interaction with the teacher to fulfill the tasks undertaken in class. Finally, the educational product, entitled Gamification and learning: a teaching guide for teaching Atomic Models in Elementary School II, which is part of the dissertation, is available on the websites of the Postgraduate Program in Teaching in Science and Mathematics Education at the Federal University of Pará and the EduCapes Portal.Item Acesso aberto (Open Access) O potencial da composição de infográficos para o desenvolvimento de habilidades metacognitivas(Universidade Federal do Pará, 2020-07-15) CONTENTE, Isabela Cristina Ribeiro Portugal; BRABO, Jesus Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540This work aimed to understand how infographics development activities favor the practice and acquisition of metacognitive skills and whether the use of such a strategy contributes to the learning of scientific and philosophical knowledge covered during two disciplines of a teacher training course for initial years of elementary school. Based on the metacognitive theory proposed by John Flavell. Although it cannot be considered a prototypical ethnographic research, this research makes use of the techniques that have traditionally been associated with ethnography, and was developed in two different undergraduate classes, from the teacher training course for the initial years, Integrated Degree in Science , Mathematics and Languages - LICML, linked to the Institute of Mathematical and Scientific Education of the Federal University of Pará. The research consisted in the elaboration of infographics, object of research in both classes, but with different target subjects in each of them, because they were different disciplines, although taught by the same teacher. The categories of metacognitive skills, proposed a priori, were based on the different metacognitive skills originally proposed in the Metacognitive Awareness Questionnaire by Schraw and Denisson (1994) and qualitatively categorized any signs of occurrence of manifestation of certain metacognitive skills observed in the reports, behaviors and / or written productions of students regarding the tasks proposed in class. The results suggest that the involvement of students in carrying out the activity, allows them to perceive their difficulties and limitations, seek different strategies to overcome them, improve previous knowledge, better understand new information and practice their creativity. The production of infographics, in the investigated contexts, allowed the recurrent use of specific classes of knowledge and metacognitive regulation, which allows us to infer that the elaboration of infographics can be an interesting tool to stimulate these classes in question.