Navegando por Assunto "Infographics"

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Acesso aberto (Open Access)
Modelagem matemática e teoria da complexidade: diálogo multitemático no ensino superior
(Universidade Federal do Pará, 2021-04-19) SANTOS, Neuma Texeira dos; BRAGA, Roberta Modesto; http://lattes.cnpq.br/3004012674017274; https://orcid.org/0000-0003-3747-5862; SANTO, Adilson Oliveira do Espírito; EIRA Lattes iD http://lattes.cnpq.br/5870609258842071; https://orcid.org/0000-0002-2728-8169
The research accomplished in this doctoral thesis was motivated by the interest in understanding whether the activities of Mathematical Modeling in College Education, discussed from the seven knowledge of Edgar Morin's complexity, allow the defragmentation of knowledge and the reconnection of knowledge, since the education of the 21st century needs a complex thinking, moved by the feeling of belonging to a planetary unity. In this way, the themes sought to monitor mangrove swamps, ducks (dendrocygna autumnalis) in different contexts, the Covid-19 pandemic, social networks, fake news, infographics and scientific dissemination, to articulate knowledge by developing face-to-face and on-line activities. The selection of empirical data was inspired by the methodological procedure of content analysis, and the discussion of data organized from the Modeling steps, proposed by Professor Rodney Bassanezi. The text was organized in the aggregation format, bringing together three connected and independent articles, accompanied by an integrating text, introduction and general considerations. The first article deals with a theoretical reflection on the epistemological foundations of Edgar Morin's theory of complexity, in order to identify the intertwining with Modeling, which enables the reconnection of knowledge. In the second article, an empirical activity was carried out, with the theme of setting in the mangrove. This field activity culminated in the multi-thematic approach of the third article. The research has shown that the Modeling approach, which provides complex thinking, is based on a transdisciplinary perspective. Facing the complexity of the problems experienced in this century, it is necessary to act beyond borders, allowing Mathematical Modeling to exist and enhance the articulation of knowledge, for the full exercise of a planetary citizenship.
Acesso aberto (Open Access)
O potencial da composição de infográficos para o desenvolvimento de habilidades metacognitivas
(Universidade Federal do Pará, 2020-07-15) CONTENTE, Isabela Cristina Ribeiro Portugal; BRABO, Jesus Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This work aimed to understand how infographics development activities favor the practice and acquisition of metacognitive skills and whether the use of such a strategy contributes to the learning of scientific and philosophical knowledge covered during two disciplines of a teacher training course for initial years of elementary school. Based on the metacognitive theory proposed by John Flavell. Although it cannot be considered a prototypical ethnographic research, this research makes use of the techniques that have traditionally been associated with ethnography, and was developed in two different undergraduate classes, from the teacher training course for the initial years, Integrated Degree in Science , Mathematics and Languages - LICML, linked to the Institute of Mathematical and Scientific Education of the Federal University of Pará. The research consisted in the elaboration of infographics, object of research in both classes, but with different target subjects in each of them, because they were different disciplines, although taught by the same teacher. The categories of metacognitive skills, proposed a priori, were based on the different metacognitive skills originally proposed in the Metacognitive Awareness Questionnaire by Schraw and Denisson (1994) and qualitatively categorized any signs of occurrence of manifestation of certain metacognitive skills observed in the reports, behaviors and / or written productions of students regarding the tasks proposed in class. The results suggest that the involvement of students in carrying out the activity, allows them to perceive their difficulties and limitations, seek different strategies to overcome them, improve previous knowledge, better understand new information and practice their creativity. The production of infographics, in the investigated contexts, allowed the recurrent use of specific classes of knowledge and metacognitive regulation, which allows us to infer that the elaboration of infographics can be an interesting tool to stimulate these classes in question.