Navegando por Assunto "Environmental sciences teaching"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Ensino de ciências ambientais: desenvolvendo um recurso pedagógico a partir do tema gerador água
(Universidade Federal do Pará, 2020-02-19) MENDES, Milene Pereira; SILVA, Cleber Silva e; http://lattes.cnpq.br/7673237583688618; https://orcid.org/0000-0001-7086-8751
This study aimed to develop a methodological proposal based on the generative theme "water" and from it build a pedagogical resource in order to promote learning, generate reflections and stimulate the critical sense of students about environmental issues. In this sense, the work that is outlined as a case study and has a quali-quantitative approach was developed in a school from the private school network. The research subjects were 17 basic education teachers and 150 students divided into experimental and control classes. The technique for collecting data applied to teachers and students used the questionnaire as a research tool. Besides the questionnaires, two observation boards were used. Based on the results obtained, it was possible to verify that although in the conception of all teachers the approach to water is relevant, not all feel prepared to do it. It was also found that although most consider the use of games as a pedagogical resource to be relevant, not all make use of them in their classes; the use of games being observed during the survey by only 20% of the teachers. About the students, the study showed that educational proposals based on the generative theme "water" are able to facilitate and contribute to learning. The results, however, were significantly more expressive in the classes where the game was applied. It is thus shown that educational games are relevant in basic education because they are able to enhance learning and contribute significantly when included in educational practices. From the application of the educational product, it is also shown that the game was able to stimulate, fundamentally, the participation and arouse the interest of the groups of students involved.
Acesso aberto (Open Access)
Jogo de tabuleiro Caranãzinho como meio de ensino do uso sustentável de recursos hídricos na escola Padre Dubois em Salinópolis-PA
(Universidade Federal do Pará, 2024-05-31) CORRÊA, Valdete Costa Nascimento; RIBEIRO, Karla Tereza Silva; http://lattes.cnpq.br/2654817572738748; BOSCHILIA, Solana Meneghel; http://lattes.cnpq.br/6512542852817389; https://orcid.org/0000-0002-0038-6666
The aim of study investigated the importance of sustainable water use in the city of Salinópolis, Pará, with 6th-grade students from the Padre Dubois State Elementary School, proposing an innovative didactic sequence that incorporated a board game as a pedagogical tool for elementary students. The didactic sequence consisted of four stages: diagnostic analysis, expository class and guided tour, application of the "Caranãzinho" game, and a discussion circle followed by a re-application of the diagnostic evaluation questionnaire. The methodology adopted was a qualitative approach focused on practical activities, such as visits to water supply units in the Atalaia neighborhood, and the use of a board game to reinforce learning. The results indicated that both the didactic sequence and the board game were effective in enhancing students' understanding of the processes of water collection, treatment, distribution, and the sustainable use of water resources. Data analysis revealed a significant improvement in students' knowledge after the implementation of the proposed activities. Integrating board games into didactic sequences can be an effective strategy for teaching Environmental Sciences, promoting a more interactive and meaningful learning experience. It is recommended to adopt similar methodologies in other subjects and schools, aiming to educate more conscious and engaged citizens in the preservation of water resources.