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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Agora exibindo 1 - 6 de 6

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Ciências para crianças: introduzindo a investigação científica por meio da literatura infantil 4º e 5º anos do Ensino Fundamental I
(Universidade Federal do Pará, 2024-02-16) FLECK, Elone; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This research describes and analyzes interdisciplinary didactic interventions and strategies, teaching through investigation, specifically planned based on the reading of the children's story A Minhoca Garibalda. Put into practice in a 4th year class of elementary school, at a school in the urban area of Parauapebas-PA. In order to contribute to research, considering the Principles of the area and the light of Official documents, which indicate the need to learn autonomously, in a contextual way, overcoming mere memorization and at the same time promoting a taste for reading, stimulating imagination and the expansion of knowledge of the world, the research problem was considered: “What are the possible learning benefits of the integrated use of children's literature and research-based teaching in elementary school classes?” An analysis of the quality of the work, indicative of how it is used to promote interdisciplinary research, motivating scientific experimentation, allowing the initiation of scientific research and the acquisition of knowledge, with appreciating significance, encouraging interaction between students, professor and college s and improving the motivation and enthusiasm to arrest. Included in this dissertation, as a didactic product, are interdisciplinary research-based teaching activities, strategies and guidelines, which can be used in teaching activities in early years classes.
Acesso aberto (Open Access)
Elaboração de um livro paradidático sobre mercúrio para uso em cursos de formação de professores de química
(Universidade Federal do Pará, 2023-03-17) FERREIRA, Gabriel Lucas dos Anjos; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
For students in elementary school to be effectively linguistically, mathematically, and scientifically literate, it is still necessary to overcome numerous problems, ranging from precarious school infrastructure, better salaries, and initial and continual education of professionals in the educational field. Producing and evaluating teaching materials for teacher training courses can contribute to improving the skills of these professionals. Such materials should be in tune with recent research results on the teaching-learning-evaluation process of science, technological innovations, social aspects of the use of technologies, exploration of natural resources, curriculum changes, among other aspects that are essential to understand and act upon the contemporary natural and social world, and to fully exercise one’s rights as a citizen in current and future democratic societies. To offer a small contribution to the improvement of undergraduate Chemistry teacher training courses, a accompany educational book about Mercury was produced and submitted to an analysis of possible learning effects of its use in initial training courses for Chemistry teachers. The books content and proposed activities were carried out during a mini course, attended voluntarily by twelve students from an undergraduate Chemistry course, who responded to a KWL (Know, Want to Know, and Learning) form. The content analysis undertaken in the responses and comments of the group of participants of the minicourse provided some evidence that the proposed material can contribute to the training of future Chemistry teachers, by presenting methodological alternatives for the teaching-learning process of certain chemical knowledge in a contextualized manner and in greater harmony with the current Common Core State Standards (BNCC).
Acesso aberto (Open Access)
Explorando o uso de atividades metacognitivamente orientadas para ensinar transformações da matéria do ensino fundamental
(Universidade Federal do Pará, 2024-11-01) NOBRE, Dominique Gomes Raiol; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This study reports the process of production, implementation, and analysis of a set of metacognitive strategies and activities aimed at teaching chemistry concepts and skills to elementary education students. The proposed activities were developed to encourage students to reflect on their own learning process. The study also presents a literature review on the relationship between metacognition and science teaching and learning, with an emphasis on chemistry, and discusses how didactic recommendations derived from metacognition research can significantly contribute to improving science education in elementary schools. The research also highlights how these studies can serve as a theoretical framework for creating teaching strategies that not only promote scientific literacy but also favor the acquisition and development of metacognitive skills, which are essential for learning autonomy and intellectual development. The analysis of the effects of the proposed activities, of a qualitative nature, was conducted through the development and implementation of an educational product called “Metacognitive Strategies in Practical Science Activities – Matter Transformation,” in a 9th-grade class in elementary education. This educational product included activities that address basic concepts of matter transformation. The analysis results indicate that the proposed set of information and tasks has the potential to create a more dynamic and interactive learning environment, promoting collaboration between students and teachers. Additionally, the data suggest that using the proposed strategies contributes to increasing students' motivation and enthusiasm for learning chemistry content, facilitating the understanding of scientific concepts. The activities also proved effective in boosting students' scientific literacy while stimulating the acquisition and use of metacognitive skills, such as reflecting on their own learning process and adopting strategies to solve problems more effectively.
Acesso aberto (Open Access)
Introdução à química para o sistema modular de ensino (some) na região marajoara
(Universidade Federal do Pará, 2018-12-14) SOUZA, Vital Júnior de Oliveira; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
It is a research about the possibility of using teaching strategies with an eminently constructivist approach to teach basic concepts of chemistry in high school classes of the Modular System of Teaching-MST in the riverside region of Marajó and, after analyzing the results of some didactic interventions that was propose from these ideas, we will present a didactic product with such didactic suggestions. Initially we discuss the influence of the constructivist approach in teaching and learning in the last decades, as well as the historic route of the chemistry teaching in Brazil since the time of the Brazilian colony. Next, we present a characterization of constructivist didactic strategies, such as Predict, Observe and Explain, from its origin, in the researches about alternative conceptions realized in the decade of 1980, until some didactic research related to these and other strategies fulfilled in Brazil. Two didactic interventions were develop to evaluate the relevance of teaching strategies it were proposal. In the first one were detected some technical problems that were tried to heal in the second didactic intervention realized. The results obtained in the second intervention were quite satisfactory, because the students developed the activities in a more enthusiastic way and they went beyond when the students were able to relat the concepts studied with the riverside context in which they are inserted.
Acesso aberto (Open Access)
Produção e avaliação de um módulo de estudo de aspectos históricos e epistemológicos sobre a evolução de modelos atômicos
(Universidade Federal do Pará, 2016-11-14) OLIVEIRA, Maria Eduarda da Silva; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140
The present work presents a research on the learning and teaching of atomic models and aims to elaborate and evaluate a module of study of historical and epistemological aspects about atomic models in the formation of chemistry teachers. Initially, it describes and discusses the results of a survey of alternative conceptions of university students of chemistry on the subject and, based on this analysis, presents a didactic text on historical and epistemological aspects of the atomic models, as a way of minimizing the learning problems detected in the sample Investigated and literature on the subject. The results of the survey showed that subjects, like other similar studies, do not adequately understand the nature, history and context of application of the different atomic models. In the case of the sample investigated, as it is about future chemistry teachers, this is a very worrying fact. On the other hand, the results of a small sample of university students, who willingly read the text and answered questionnaires, indicate that the reading of historical and epistemological information presented in the text did not help to found in the conceptions of these future professors of chemistry.
Acesso aberto (Open Access)
Trilha interpretativa como proposta de sequência de ensino para promoção da Educação Ambiental em Quatipuru/PA
(Universidade Federal do Pará, 2021-05-14) LIMA, Jurandy das Chagas; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Garbage and solid waste cause several environmental and social problems, thus they should be utilized by schools in order to promote an Educational/Environmental criticism and create conscious and sensitized citizens as we face man-made the environmental impacts. In that sense, it‟s necessary the utilization of an educational sequence both inside and outside the academic spaces, such as interpretive trails, in order to promote the students perception regarding the disregard towards the environment; developing their sensitizing regarding the impacts caused by the human being, as well as the development of criticism. Educational sequences are able to bring us different perceptions and sharpen the comprehension of every individual‟s role regarding the production of waste. The general goal of this study is to promote the environmental sensitization of 7th grade students of a public school in the city of Quatipuru (Pará State), through an educational sequence that utilizes an interpretive trail. This research aims to perceive the main challenges faced by teachers regarding Environmental Education, while dealing with students from disciplines related to Natural Sciences. It intends to increase the environmental sensitization, building up an educational sequence, analyzing the perceptions about waste disposal before and after the activities, as wells as evaluating the pros and cons of utilizing this type of approach to model both sensible and critical citizens regarding environmental impact. We conducted several activities involving evaluation quizzes; library activities; utilization of internet through cellphones; utilization of ambient temperature sensors; interpretive trails; seminars and group discussions. At the end of the process, we elaborated an educational product containing a guide aimed at educators for this activity both in academic and non-academic spaces, through an educational sequence that includes pre- field, in-field and post-field activities. The educational sequence proposed, created both thought-provoking and sensitizing moments about the serious socio-environmental issues caused by human action. We noticed a broader interest and sensitization of the students at the end of the activities, therefore evidencing a reflection about better habits regarding waste production and disposal, as well as the role of each individual while facing the situation of its own neighborhood, around school and around.

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