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 - 2 de 2

Acesso aberto (Open Access)
Atividades de mediação de leitura em aulas de química sobre alimentação saudável e tabela periódica
(Universidade Federal do Pará, 2021-12-16) PAIXÃO JUNIOR, Hélio Nascimento da; PESSOA, Wilton Rabelo
The study of Chemistry can broaden the students' view of their universe of experiences, while considering such contexts can facilitate the understanding of this science. However, we realize that there is still resistance to its study by students, especially when faced with a teaching that privileges nomenclaturesand calculations. Such teaching makes the student perceive chemistry from a stereotyped view, or in his words, as 'an even more complicated version of mathematics'.The present work proposes to present and discuss contributions of the interaction between reading mediation and chemistry teaching, since the use of scientific texts as a didactic resource can be considered as a means of facilitating. We start from the idea that, arousing curiosity in the search for new information, motivates the student to get involved in their learning, so it is important to promote their enculturation from elementary school, with the use of scientific language in the teaching and learning process of Chemistry. This research aims to propose reading mediation as a didactic resource in the teaching of Chemistry, through scientific literature, with the use of scientific articles - AC or scientific popularization texts - TDC, in order to promote and improve the construction of knowledge in the classroom. AC or TDC reading mediation are used as learning vehicles for students in the first year of high school, in a School of the Public Teaching Network of Ilha de Mosqueiro/PA and, above all, as a way to help students to think and to position itself critically before society.The preliminary results of this research suggest that reading mediation, associated with writing and discussion activities are relevant factors in the acquisition of chemical knowledge, contributing to the formation of a conscious and critical student about social problems. In summary, this interaction established between reader and scientific text can contribute to making learning more effective.
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.

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