Programa de Pós-Graduação em Rede Nacional para Ensino das Ciências Ambientais - PROFCIAMB/IG

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/10922

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Jogo digital adaptado ao tema água no ensino de ciências para alunos de uma escola pública da região metropolitana de Belém-Pa
(Universidade Federal do Pará, 2020-08-28) ERNESTO NETO, Fortunato; KATO , Olivia Misae; http://lattes.cnpq.br/3612219210222465; RIBEIRO, Karla Tereza Silva; http://lattes.cnpq.br/2654817572738748
Technological resources has been largely used as an important educational strategy to promote greater efficiency in the teaching of Environmental Sciences. The implementation of educational digital games has facilitated the teaching-learning process, helping to complement contents and generating greater stimulus and dynamics in school activities. Studies has documented that properly planned teaching results in improved apprehension of academic knowledge and skills. The aim of this study consisted of validating the adaptation of the game Loot Quest for Smartphone as a didactic resource in teaching of the water like theme, directed to promote the complementation of knowledge and as an incentive to engage in school activities for 6th grade students at a public school in Belém-PA. The Loot Quest game was adapted to teach diseases associated with water pollution and its sustainability (Unit II, Chapter 5) of curriculum discipline. The Chapter 5 was divided into two small steps, requiring complete mastery (100% correct answers) by the student in the writing evaluations in each step. This process was applied only in the first class, the condition to participate in digital games was to pass the evaluations in two-step. In the second class, the traditional teaching of Chapter 5 was adopted by the discipline's teacher, followed by the step evaluations without the requirement of passing the step evaluations to participate in the games, the students should only perform them. After these evaluations, the games were applied to teams in both classes, with the games installed on smartphones, and instructions were provided to players in the classroom, in which they were kept while the QR Codes were hidden in the outside area. In each game, teams should locate 10 QR Codes, identify corresponding images and phrases, then copy them on the answer sheet. The validation of digital games by students and expert judges was carried out by specific assessment questionnaires, after the games were applied. All teams in Class 1 achieved 100% correct answers in both steps and participated in the games, while the scores in the teams in Class 2 the grades ranged from 0.0 to 7.0 in both steps. In the validation, the two classes presented the highest percentages in the option "totally agree" in the 14 evaluation questions, with a high reduction in the other options “partially agree”, “nor agree”, “nor disagree”, “partially disagree” and “strongly disagree”. The judges' evaluation of the images, phrases and compatibility showed an agreement of 66 to 100% of the judges in the 30 items of each game, except for the compatibility of item 7 of Game 1 with 50%. The evaluation of technical products, 9 of the 12 criteria scored 15 to 18 points (84- 100%) by the judges, with 18 being the highest score. The results showed that properly planned teaching with digital games as a source of incentive, contributed to learning and assessment activities of different themes related to water, found in books on Environmental Science and Environmental Education.
Acesso aberto (Open Access)
Jogos didáticos para o ensino de ciências ambientais na educação básica
(Universidade Federal do Pará, 2024-03-07) RODRIGUES, Zelinda Duarte; RIBEIRO, Karla Tereza Silva; http://lattes.cnpq.br/2654817572738748
Given the precarious state of the basic sanitation system regarding the quality of water for human consumption, this study aimed to contribute through the application of educational games, focusing on Environmental Sciences themes, to the teaching and learning process of 5th-grade students in the early grades of Elementary School, in public schools in the municipality of São Sebastião da Boa Vista – Pará (SSBV-PA). We utilized a questionnaire as a data collection instrument, consisting of both objective and subjective questions, which was administered to teachers. This field research employed a quantitative-qualitative approach, involving the development of a Didactic Sequence and the creation of an "Ecological Chest" containing four games. These games were qualitatively evaluated and received positive acceptance from the judges. The research results with educators indicated that environmental and social themes are prevalent in school documents, highlighting the need for training in Agenda 2030 themes and the Sustainable Development Goals (SDGs). Educators employ various methodological strategies and recognize the importance of educational games. During the game application phase in schools, there was noticeable interest, dedication, and attention from the students. Thus, this study aimed to provide benefits such as the implementation of educational strategies and didactic products, contributing to teachers' practices, introducing a new effective and facilitating methodological tool in the teaching and learning process, as well as promoting the formation of values and attitudes. Therefore, we consider that the objectives of this work were achieved, as we emphasized topics related to Environmental Sciences, with a focus on Water, using a Didactic Sequence and Educational Games, adopting an interdisciplinary and playful approach, thus contributing to the teaching-learning process."
Acesso aberto (Open Access)
Sequência didática acerca do descarte de pilhas e baterias: com o uso da metodologia da problematização
(Universidade Federal do Pará, 2021-10-14) SANTOS, Charles Lima dos; RIBEIRO, Karla Tereza Silva; http://lattes.cnpq.br/2654817572738748
The present work entitled "Didactic Sequence About the Disposal of Batteries and Batteries: using the problematization methodology", which aimed to elaborate, apply and validate a didactic sequence, which aims to promote the teaching of Environmental Sciences, with a focus on the proper disposal of Batteries. The didactic sequence proposed an alternative for the promotion of teaching considering local knowledge, enabling the student to learn effectively. The activities were carried out through the Interactive Teaching System (SEI\SEDUC), which works with a classroom teaching methodology with technological mediation. The work was intended to answer questions such as: What is the importance of batteries in their communities and when discarded inappropriately they can cause damage to the environment and human health. As an educational product of this dissertation, a Guidance Booklet was prepared for the application of the Didactic Sequence entitled "Orientation Booklet", which went through the validation process to ascertain its potential as a didactic product. The results of the validation stage indicated that DS enabled the promotion of environmental educational practice, in addition to awakening and encouraging students to build critical and reflective knowledge. And regarding its general evaluation, the results showed that the validation carried out with the educators (Judges), shows a good acceptance with 97% approval, confirming that the didactic sequence enhances the teaching-learning process and is characterized as an instrument for the formation of socio-environmental citizens, in addition to disseminating the Teaching of Environmental Sciences and Environmental Education, contemplating the objective of the work.

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