Navegando por Assunto "Didactic resource"

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Acesso aberto (Open Access)
Densidade e força de empuxo: imaginação e produção de um recurso didático
(Universidade Federal de Mato Grosso, 2020-08) PARENTE, Andrela Garibaldi Loureiro; ALVES, José Moysés; BEZERRA, Sérgio Henrique de Oliveira
In this article, we present a biographical (auto) formative research on the role of imagination in the activity of a teacher, during the production of a didactic resource, to teach the concepts of density and buoyancy. From the field text, describing the initial motivation and the creation process, we carried out the analytical-interpretive process, inspired by narrative research, to elaborate the biography of the resource's production path. The biography contains the interpretation of the process by explaining the guiding principles of the production path of the didactic resource. We conclude that the production of the resource and, especially, the reflection on the process of its production, are moments of learning and training for the teacher, due to the possibilities of theorizing about the problems, solving them and proposing practical solutions to them. This narrative has the potential to contribute to the area of science education, inspiring the creation of new teaching materials, other research on the production pathways and strengthening spaces for sharing teachers' biographies, which value the personalization of teaching.
Acesso aberto (Open Access)
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)
Simulador em ambiente de realidade virtual para o ensino da membrana plasmática
(Universidade Federal do Pará, 2019-11-27) REIS, Juliardnas Rigamont dos; FERREIRA, Ana Cássia Sarmento; http://lattes.cnpq.br/2022102405472089; MONTEIRO, Dionne Cavalcante; http://lattes.cnpq.br/4423219093583221
This dissertation presents the process of creation, development, testing and results of a Virtual Reality (VR) environment simulator of a plasma membrane and was developed as a didactic resource to assist the teaching-learning relationships of the Cellular and Molecular Biology discipline in higher education. The methodology used was the experimental scientific method, following the observation, problem elaboration, hypothesis raising, experimentation, results analysis and conclusion phases. The software was developed by an interdisciplinary team and made use of agile methodology. As steps of the product construction process, a bibliographic research was carried out, as a theoretical basis, followed by the modeling of the plasma membrane and the animal cell, in the Blender 3D modeling software. Subsequently, the modeling was integrated into the VR environment through the Unity 3D game development engine, culminating in the programming of phospholipid movements, the transport of small substances across the plasma membrane and in forms of user interaction with the game. Virtual environment. For immersion in the cellular environment in VR, the HTC VIVE Óculus VR headset is made up of motion sensors, interaction controls and immersion glasses. The test of the product was conducted with professors of the Cellular and Molecular Biology discipline of the State University of Pará (UEPA), the Federal Institute of Education, Science and Technology of Pará (IFPA) and the Federal University of Pará (UFPA). With undergraduate students of the Biomedicine course at UEPA, the Biological Sciences / Undergraduate course at IFPA and UFPA and postgraduates from the UFPA Postgraduate Program in Biology Teaching (PROFBIO). Test data were obtained through questionnaires after contact and use of the VR simulator. From the content analysis it was realized that the simulator was considered an important tool and contributed to facilitate the learning of content related to the structural and functional aspects of the plasma membrane, besides making this learning fun and enjoyable.