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.

Navegar

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
Abordando microrganismos com estratégias de ensino de natureza metacognitiva
(Universidade Federal do Pará, 2023-05-12) Cardoso, Mayara Dias; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Teachers of science in the final years of elementary school face challenges that increasingly require an innovative approach to ensure meaningful learning for students. Among some contemporary psych pedagogical suggestions, the development of students' metacognitive skills is one of the recommended ways to enhance the teaching and learning process, enriching conceptual understanding, and fostering intellectual, emotional, and social skills. This work aims to make a contribution to the aforementioned field of research, analyzing the impacts of using metacognitive teaching strategies on learning concepts and skills of the knowledge object Life and Evolution in classes of students in the 7th year of Elementary School, titled “Metacognitive strategies for classes on microorganisms”. To achieve this, a didactic guide for teachers was created, describing a set of teaching and learning activities on the topic of Life and Evolution. Due to the nature of the process to be investigated, a qualitative approach was chosen to collect and analyze data, examining the behavior and attitudes of students when engaging in metacognitive educational activities proposed in the didactic product. The didactic product, resulting from this research, was specifically designed for application in regular classes of the final years of elementary school, aiming to improve the learning of knowledge and skills in the Science curriculum, specifically tailored for 7th-grade students. Evidence was presented supporting the use of metacognitive teaching strategies, suggesting that this approach can provide motivation and enthusiasm, even in shy or inattentive students, enhancing the overall learning of scientific content in the class. Activities that allow individual reflection, peer-to-peer reflection, and interaction with teachers seem to enable the acquisition and use of metacognitive skills and conceptual enrichment on the subject. There is evidence that the implemented activities had a positive learning effect in various aspects analyzed: maintaining interest in classes, providing opportunities for students to express their doubts, challenging them to solve contextualized problems, exposing them to historical information about the development of scientific knowledge, and prompting them to reflect and make inferences about typical aspects of scientific discoveries. These are aspects that are often not addressed in elementary school science classes.
Acesso aberto (Open Access)
Elaboração e avaliação de um guia didático para inspirar e estimular a produção de ideias d e pesquisas de iniciação científica infantojuvenis
(Universidade Federal do Pará, 2024-05-17) LIMA, Aerton Francisco de; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Several contemporary researchers in the field of science education have advocated for the use of constructivist educational approaches. This involves a teaching and learning process centered on problem-solving strategies that stimulate interactive dialogue, clarification, and argumentation about different ideas, as well as fostering students' autonomous learning. The so-called youth scientific initiation is part of these constructivist teaching strategies and is typically intuitively employed by teachers who engage their students in research projects intended for school science fairs and exhibitions. Engaging in youth scientific initiation activities (YSIA) has been highlighted as crucial for enhancing students' scientific literacy. To contribute to research on the potential benefits and ways of implementing YSIA activities in basic education schools, this study aimed to evaluate the impact of using recommendations proposed in a didactic guide with suggestions for teachers regarding the development and implementation of such projects. The results of content analysis from questionnaires and research schemes presented by groups of students from two classes in the first year of high school at a public school in Redenção, Pará, Brazil revealed some evidence that supports the hypothesis that using certain inspiring examples of YSIA research — appropriately presented by teachers in the classroom — can help high school students create YSIA project schemes that are sufficiently clear and scientifically appropriate. Consequently, these schemes can be refined into viable YSIA research proposals, considering the available time, space, infrastructure, and cognitive level of the students. Based on the analyzed data, this research has produced an educational product titled "Iniciação Científica Infantojuvenil: exemplos inspiradores e sugestões práticas", aimed at educators and students in basic education.
Acesso aberto (Open Access)
O ensino de química na EJA com atividades do tipo P.O.E. e mão na massa
(Universidade Federal do Pará, 2018-09-21) SILVA, Elzeni Oliveira da; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
The present work presents a research on the learning and the teaching of the Properties of the matter in a group of Education of Young Adults (EJA) and has as main objective to elaborate and to evaluate a didactic module that proposes the use of diversified strategies of the type P.O.E ande Hands-on for teaching chemistry in the EJA. Initially a research was done on the history of EJA in Brazil and the strategies that can be used in teaching chemistry, discissing chich are the most appropriate or suitable to work with students with so much experience. After this the didactic strategies of the type Predict, Observe and Explain (P.O.E) ande Hands-on. The results showed that the strategies selected, as other studies have shown,are relatively more affective for greater students engagement and learning. These results also pointed out that when students are envolved and challenged en the classroom tasks, they feel an integral part of school, teaching and especially apprenticeship.
Acesso aberto (Open Access)
Estratégias metacognitivas no ensino de ciências para estudantes dos anos iniciais: estimulando o aprender a aprender!
(Universidade Federal do Pará, 2020-04-27) GOMES, Mayara Souza; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This research describes and analyzes didactic interventions in science teaching, consisting of tasks and strategies specifically designed to awaken and / or exercise metacognitive skills in children of the early years, put into practice in a class of students of the 4th year of elementary school of a riverside school located in the rural area of the northeast region of Pará. It is also proposed a protocol for collecting and analyzing evidence of metacognitive skills in students of basic education. When considering the official documents that indicate the need to learn autonomously, in a contextual way, overcoming mere memorization and in order to contribute to research in the area, the research problem was thought: “What are the possible educational benefits of using certain teaching strategies of metacognitive guidance in classes of students in the early years? ” The analysis and qualitative data of this indicated that this type of activity has an interesting potential to create a favorable environment for students to interact with teachers and colleagues, improve motivation and enthusiasm to learn about the subject and stimulate the acquisition and use of metacognitive skills . Inserted in this dissertation, as a didactic product, examples and guidelines for the use of metacognitive strategies, which can be used in didactic activities in classes of the early years.
Acesso aberto (Open Access)
Estratégias metacognitivas no ensino e aprendizagem de ciências para alunos com transtorno do espectro autista
(Universidade Federal do Pará, 2022-10-14) Batista, Rochelle da Silva; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Teaching biological science for students with Autistic Spectrum Disorder (ASD), as well as for other students, should consider activities that encourage the construction of critical thinking and intellectual autonomy, which are important for the full exercise of citizenship in contemporary society. In this context, this study aimed to build an Educational Product (Metacognitive strategies for teaching science to students with ASD: reading and interpreting popular science texts) that made it possible to analyse the limits and possibilities of using certain metacognitive strategies as well as possible contributions to biological science teaching and learning process of students with ASD, having as based on the metacognitive theory proposed by John Flavell. With a qualitative approach, of the participant observation type, activities including reading and comprehensive of texts about the topic of the pandemic were developed. The approach was applied with three students diagnosed with autism spectrum disorder, aged between fourteen and seventeen years of an Educational Assistance Center Specialized, located within a philanthropic institution in Belém/Pará/Brazil. Video recordings of the classes and written records prepared by the students were collected for further analysis. Content Analysis was used, using the metacognitive skills coding structure proposed in recent research on the subject. The results suggest that it is feasible and promising to use metacognitive teaching-learning strategies with students with ASD. It contributed to the establishment of an environment that trigger the dialog and motivate students to acquire and make use of metacognitive skills. In addition to the results presented, this research discusses interesting possibilities for other studies regarding the application of suggestions from the research field of metacognition to educational activities for students with ASD, which are still little explored in our country.

Navegar

Navegando Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI por Orientadores "Brabo, Jesus de Nazaré Cardoso"