Navegando por Assunto "Ensino - metodologia"

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Acesso aberto (Open Access)
Problematização no ensino de biologia com o Arco de Maguerez: um ebook para professores desenvolvido em contexto amazônico
(Universidade Federal do Pará, 2020-10) BAHIA, Gilberto Cardoso; PINHEIRO, Jackson Costa; http://lattes.cnpq.br/5628921304262824; https://orcid.org/0000-0003-2930-4756
The search for new pedagogical practices, which can be applied to the teaching of biology, has been rising recently, always with the aim of enhancing the teaching and learning process. In this perspective, the research brought a methodology based on constructivism: the problematization, having as reference the “Arco de Maguerez”, which presents in its didactics, the enrichment of the student protagonism, rooted in the investigative principle retained in its pedagogical core, besides consolidating it as an educational practice that provides a reflective thinking of the actors involved in the process. Therefore, the present work has as main objective to analyze an educational product (eBook) about the possibilities of its use as a pedagogical tool in teacher education, in addition to the didactic methodology presented, as an instructive strategy in the discussion of socio-environmental themes in the Amazon scenario. The research was quantitative, based on the collection and analysis of data from a spreadsheet of closed questions and using the Likert scale, answered by biology teachers from basic education in the public and / or private network. The selection criteria for the research subjects were linked in two aspects: a) with experience in environmental education / sustainability projects in their work institutions; b) graduate students with professional master's degrees in biology teaching at a federal public university. All data showed a high level of agreement from the research subjects, in the criteria established in the spreadsheet, such as: design, language, organization, textual content, methodology used and in teacher training. After the data analysis process, the product was reformulated and made available for consultation and enjoyment.
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.