Programa de Pós-Graduação em Ensino de Biologia - PROFBIO/ICB

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/13304

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Agora exibindo 1 - 5 de 5

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Aplicação da metodologia da sala de aula invertida no ensino da botânica para o ensino médio
(Universidade Federal do Pará, 2020-11) NASCIMENTO, Nilton Cleber Melo do; MARDEGAN, Silvia Fernanda; http://lattes.cnpq.br/2255825871255432; https://orcid.org/0000-0003-3057-8973
Research-based teaching has emerged as an alternative to traditional classes, where the teacher is the only source of knowledge. In this context, the flipped classroom is considered an innovation in the learning process, where the idea is that the student absorbs the content through the virtual environment, and, when arriving at the classroom, he is already aware of the subject to be developed. The inverted classroom creates conditions to have a more active participation of students, implying a change in practice and the development of strategies that guarantee the organization of a more interactive learning and closely linked to students' real situations. This type of change proves to be essential and urgent in the teaching of botany, since even though they enjoy a series of benefits generated by plants, few know the extent of the appropriate resources of these beings. A better understanding by the students of the importance of plants in their daily lives is necessary. However, many students and teachers believe that botany teaching in the traditional ways are unattractive or even discouraging. The objective of this work is to create a methodological guide applying the methodology of the flipped classroom in botany teaching for High School. In this methodology, video lectures were recorded in green spaces in the city, encouraging students to recognize the local flora and identify its basic characteristics. Positive changes are expected in the teaching and learning process and an appreciation of the importance of botany in students' daily lives.
Acesso aberto (Open Access)
Histórias em quadrinhos (HQs) para o ensino de Biologia: uma abordagem para aprendizagem ativa sobre doenças cardiovasculares
(Universidade Federal do Pará, 2021-10) SILVA, Erick José dos Santos; PINHEIRO, Jackson Costa; http://lattes.cnpq.br/5628921304262824; https://orcid.org/0000-0003-2930-4756
The present research comprises a study of validation of educational product conceived in the form of a Methodological Strategy called Comics in Comics (HQs) for the teaching of Biology: an approach to active learning about cardiovascular diseases. This strategy is intended to be a guiding tool for Biology teachers who plan to use HQs in their classes, in order to collaborate with students' active learning. The research approach employed involved two stages, in which the first consisted of the development and construction of the methodological strategy aimed at teaching cardiovascular diseases through the construction of HQs and the second stage contemplates the validation research, which was carried out with teachers of Basic education biology. The criterion for choosing the subjects participating in the research (teachers) was that they were in continuing education at the master's level, aimed at teaching Biology. In this sense, 16 (sixteen) teachers regularly enrolled in two classes of Professional Master's in Biology Teaching, in a Federal Public University, participated in this research in the year 2020. For this validation, an online questionnaire was used during data collection. data, which took into consideration for the analysis two fundamental aspects: the technical aspects and the pedagogical aspects. From the data collection it was possible to tabulate, perform the analysis and verify the contributions of this strategy to the teaching of Biology, as well as identify aspects that need to be improved. In this sense, the data analysis indicated that the methodological strategy was well accepted by teachers participating in the research and that, in general, it is suitable for its application in basic education, as well as indicated aspects that can be improved, in order to contribute better use in schools.
Acesso aberto (Open Access)
Sequência didática investigativa de bioética em genética: temas e dilemas no ensino de Biologia
(Universidade Federal do Pará, 2020-12) PACÍFICO, Camila Marreira; PINHEIRO, Sheila Costa Vilhena; http://lattes.cnpq.br/7368287433360653; https://orcid.org/0000-0002-6614-5398
The present work consists of the elaboration of an Investigative Didactic Sequence (SDI) for the teaching of Bioethics in Genetics, in the context of Biology contents for high school. The objective is to promote the teaching of bioethics through varied resources and strategies, based on investigative teaching. The methodological approach chosen to work on this theme was the investigative approach, which gave rise to the product entitled: TEACHING BIOETHICS IN GENETICS: Investigative Didactic Sequence for High School. In final, non-conclusive terms, it can be seen that some steps are fundamental for the elaboration of a product with a focus on a teaching and learning process for the context of studies in Biology, such as: Knowing the characteristics of an SDI, for bibliographic survey; define the aspects of investigative education that would be covered in the SDI and the choice of topics to be addressed in the SDI. In addition, the structuring of an SD implies that each moment and the steps of an SDI must be properly presented in the format of guidance for the teacher, explaining intended objectives, the duration of the activities, the place where they are carried out, the material resources, didactic and methodological methods, the applied methodology and the evaluation proposal. Investigative teaching should be the structuring axis of SD, which is why it is necessary to define common characteristics in the literature, such as: choice of the object of study and problematization, expression of students' previous ideas and projection of hypotheses, construction and communication of new information produced by students and, finally, scientific expression and communication.
Acesso aberto (Open Access)
Sessões tutoriais apoiadas na Aprendizagem Baseada em Problemas (ABP) para o ensino de Ecologia: trabalhando os conceitos ecológicos no contexto da mineração
(Universidade Federal do Pará, 2020-11) PARENTE, Vânia Gonçalves; MARDEGAN, Silvia Fernanda; http://lattes.cnpq.br/2255825871255432; https://orcid.org/0000-0003-3057-8973
This work presents a proposal for learning ecological concepts, through Tutorial Sessions in the perspective of Problem Based Learning (PBL) for High School. We seek to know the positive and negative aspects of the proposal through the vision of the students of the 3rd. year, as well as investigating the contributions to teaching and learning through the preliminary perception of basic education teachers. For this, a research characterized as descriptive was conducted, based on a qualitative approach, in which semi-structured interviews were conducted with students and teachers. We chose to use, as the theme for the Tutorial Sessions, the socio-environmental problems related to the impacts caused by the mining activity. This scenario proves to be exciting, especially due to the environmental disasters that occurred recently in Brazil. The testimonies of the students indicate that the method used in the investigation is effective for learning, showing good acceptance by most of them. The students also indicated that the method is valid for the development of oral communication and collaborative work skills. On the other hand, some students reported difficulties when working in groups, due to the lack of responsibility of some members of their teams. The information obtained from the teachers revealed a good receptivity to the model with systematic classes proposed by the methodology. In addition, they emphasize that the material includes specific skills and abilities that are required by the BNCC proposal. However, we infer that this strategy should be used with caution in the teaching of Ecology, since the application of several consecutive cycles can generate disinterest in students and there may be an overload of school activities in other subjects. At the end, a Didactic-Pedagogical Guide was developed for the application of Tutorial Sessions (ST), focusing on the appropriation of ecological concepts, for teachers who are interested in using active methodologies in the classroom.
Desconhecido
Tirinhas de quadrinhos: uma linguagem lúdica para a abordagem da temática socioambiental no ensino médio
(Universidade Federal do Pará, 2020-10) BRANDÃO, Rosicleide Mota; OLIVEIRA, Danielly Brito de; http://lattes.cnpq.br/7599637771092910; https://orcid.org/0000-0002-7722-5844
Our main goal was to understand how the use of comic strips in high school can arouse interest in scientific research, assisting in the education of critical students about research stages. To this end, students in the second year of high school at the João Carlos Batista State School, located in the “Quarenta Horas” neighborhood, in the city of Ananindeua-PA, Brazil, participated in a field activity around the "Quarenta Horas" River, 950m away from their school. During this activity, students observed the surroundings of the river and its condition concerning the landscape, cleanliness, silting, and surrounding community, mediated by the teacher who challenged them with questions related to habitat, diversity, ecological relations, among other contents related to environmental education. The socialization of the practice would take place in a later class; however, due to the interruption of face-to-face activity at school because of the Covid-19 pandemic, as occurred remotely, as well as the construction of comic strips elaborated by students addressing the issues raised during the field activity. The investigative activity is an action close to the student's reality, leading them to reflect, discuss, and build their knowledge consciously and actively. This activity was validated using a questionnaire called "Intrinsic Motivation Inventory (IMI1)" quantifying the student's satisfaction with the activity. From this experience, a didactic sequence was elaborated, evaluated by high school and higher education professors regarding the relevance and help for their educational practice. In the end, an experience report on the activity developed was presented, comparing it with the traditional method employed by the teacher's subject before performing this assignment.

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