Navegando por Assunto "Processo de ensino"

Agora exibindo 1 - 7 de 7

Acesso aberto (Open Access)
A aprendizagem de algoritmos: uma experiência no curso de Tecnologia em Informática do CEFET- PA
(Universidade Federal do Pará, 2007) AVIZ JUNIOR, Adelmar Alves de; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This research treats of an experience lived with the students of the course of Technology in Analysis and Development of Systems of the Federal Center of Technological Education of Pará - CEFET about the learning of algorithms and programming. The present study is justified for the relevance in the professional's of the computer science area practice that acts in the superior professional education discussing algorithms. Although there are conceptions concerning the obstacles related to the theme, there is the need to investigate the difficulties and factors that contribute with the learning of algorithms and consequently of programming. Does this work intend like this to answer the following subject? Is it possible to improve the process teaching-learned of algorithms through the pedagogy of projects? With base in the lifted up observations, we propose and we placed in practice a teaching model based on this pedagogy, with the objective to increase the understanding of algorithms. The adopted methodology used the research-action in the sense of investigation observation colaborative in the action. The theoretical foundations based on the theory of meanigful learning of David Ausubel, in the facilitative proposals of that learning for Postman and Weingartner, Marco Antônio Moreira and in Construcionismo of Papert. In a general way good impressions were especially verified with development of the project by terms observed in the students adult motivation with the programming activity noticed by the autonomy and reflection in the stages of development of the project.
Acesso aberto (Open Access)
Modelagem matemática nas aulas de cálculo: uma estratégia que pode contribuir com a aprendizagem dos alunos de engenharia
(Universidade Federal do Pará, 2008-05-31) ARAÚJO, Alyne Maria Rosa de; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This work objects to analyze the possible efects which the use of Mathematics Modelling, while the teach strategy provoke in students’ learning process of subject Calculation III – DOE (Differential Ordinary Equations). The research was develop in a students’ classroom of second year of Computing Engineer course, at Federal University of Pará. The work is qualitative where they were took into consideration the social aspects that were in a university classroom. Important to point out there was direct participation of teacher-researcher of Mathematics. For that I could do data collect I used some instruments that I considered essential, such as, observations, recordings in video, semi-structures questionnaires and registers wrote of students. Of possession some preliminary results it was possible for me to watch as to Mathematics Modelling develops a relevant paper in the learning of contents Mathematics for the part of students. Cause it was possible they interected with others areas of knowledge it being this way encourage to realise research and simultaneously was part of process of teach and learning was made in the classroom. I also observed the Mathematics Modelling as strategy of teaching and learning; it led the students to arouse to reflexive aspects and critics asleep for learning with quality and agreed way they built your academic knowledges and profissionals.
Acesso aberto (Open Access)
Modelagem matemática no contexto dos ciclos de formação
(Universidade Federal do Pará, 2007-04-16) SOUZA, Elizabeth Gomes; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research has the objective of analyzing Modeling use in a school system organized by formation cycles, referring to the barriers configuration which were quoted by literature from reflexions and analysis of Modeling in school systems organized by annual levels. We intend to analyze, if those barriers endure or whether they are minimized, if they’re eliminated and whether others still arise in a formation cycles’ school system. Taking in consideration such objective, our methodology was doing a qualitative approach. Datum were obtained through bibliographical readings about topics related; semi-structured interviews; written compositions and oral narrations from the students, attained from Modeling activities accomplished in a Belém city school, organized officially by formation cycles. As a result of data analysis, through these sources, we’ve couched questions, hypothesis, conclusions and suggestions involving barriers configuration, in which the Modeling is used in organization by formation cycles. We verified that the organization by cycles is promising for the use of Modeling in a comprehensive and effective way, in their different forms of materialization, as a result of the official measures that this system disposes of and generates. We show how much these measures prescinds from consolidations and reformulations.
Acesso aberto (Open Access)
Nem só de conceitos vivem as transformações: equívocos em torno da avaliação formativa no ensino/aprendizagem de línguas
(Universidade Federal do Pará, 2006) CUNHA, Myriam Crestian Chaves da
The purpose of this article is to present how in the learning and teaching of Portuguese as a mother tongue the concept of formative evaluation becomes meaningless when used as a magic wand to transform practices while neglecting the analysis of epistemological foundations and didactic consequences of the corresponding representations. In order to prove the legitimacy of a real regulative evaluation in the development of discursive competences, this article also examines misinterpretations motivated by the fetishizing of the concept such as the presumed interdependency of evaluative practices, the qualitative aspect of evaluative objects and also the continuous and processual aspect of evaluative practices.
Acesso aberto (Open Access)
Repertório de digitalização para ensino de habilidades da língua inglesa utilizando software de análise comportamental
(Universidade Federal do Pará, 2021-07-27) BAIA, Ana Cleia Maciel; MONTEIRO, Dionne Cavalcante; http://lattes.cnpq.br/4423219093583221
This dissertation work presents the process of development, testing and results on the design of a Tasks Collection adapted in the SIEL educational software. This Collection was designed to help teachers in higher education of English Language in the subject English Language I, which is marked by traditional education, which instigated my reflection on this method of instruction, through my own experience as a student and bibliographic support. The methodology used follows the path of the following phases bibliographic research; adaptation of SIEL software; design the proposal; data collect; session validation and product materialization. For the materialization of the product, related works pertinent to the research were sought to corroborate with this dissertation, by identifying the affinities and different views on the use of software in teaching and learning languages. Then, there was the development of SIEL sessions adapted for teaching the English language, presenting the methodological variation in the Matching-to-Sample (MTS) and Constructed Response MTS (CRMTS). Subsequently, he designed the Tasks Collection and as the software is not so simple to use, an Orientation Book for the teacher was also proposed, thus enabling the construction of new sessions, according to the teacher's needs. The testing and validation of the product took place from one of the sessions developed and was carried out with English Language teachers who had already graduated from the English Language Arts course, as it was not possible to evaluate it with groups of students due to the pandemic. Testing results were obtained through a questionnaire on Google Forms. Then, it is possible to talk about the results noting that the adaptation of the Tasks Collection has the potential to contribute to teaching and teachers are very interested in using it in their classes to improve skills.
Acesso aberto (Open Access)
Sentidos subjetivos relacionados com a motivação dos estudantes do clube de ciências da ilha de cotijuba
(Universidade Federal do Pará, 2012-12) ALVES, José Moysés; PESSOA, Wilton Rabelo; RODRIGUES, Ana Maria Sgrott; SANTOS, Janes Kened Rodrigues dos; SANTOS, Patrícia Feitosa; CONCEIÇÃO, Luiz Carlos Silva
We aim in this study to know the subjective senses that affect students' motivation to participate in the Science Club from Cotijuba Island. We interviewed six students on their activities, the project they were doing, their relationships with teachers, colleagues, family and their Science classes at school. Students mentioned qualities of interpersonal relationships and characteristics of activities, which motivated them to join the club and Science classes in school. They also pointed out infrastructural problems and circumstances that discouraged such participation. These aspects, some specific of the historical and cultural context, appear in slightly different subjective configurations for each student. The approach taken seemed appropriate to understand the motivation of students in a systemic way.
Acesso aberto (Open Access)
Um enfoque sócio-histórico do processo de ensino e de aprendizagem do conceito de energia mecânica
(Universidade Federal do Pará, 2004-05-06) PUREZA, Odifax Quaresma; MAGALHÃES, Luiz Marconi Fortes; http://lattes.cnpq.br/6032076996211936
I want, in this study, to identify, in the explanations built from the classroom interactions, elements that show the way the students build the mechanic energy's concept and its forms, in the social and historical theory's point of view, observing, if the teaching and learning procces, provided an evolution of the student's ideas related to this topic. The answers provided by the students to the questions of a pretest were organized in categorys and compared, after the teaching and learning procces, with the answers provided in a post-test. Similar to the pretest, in order to identify, if there was or not, evolution of the ideas initialy presented by the students. The teaching and learning procces analysed, happened in a physics classroom from the 1st grade of the medium teaching, where participated a teacher and thirtyfive students. Was selected to analysis, a class recorded on video cassete tapes and on a micro cassete tapes, where was used as a selection rule of the episodes, the way that each group built, in the interaction with the teacher, the answer to the following question: in which type of energy, the mechanic energy associated to the sphere in the point A of a sloping plain, would turn into when it arrive at the point B in the same plain. A microgenetic analysis of the interactions and production of meanings occured in the classroom was made, where we try to make evident, the teacher's purpose, the discuss content, the comunicative approach, the standard of interactions and the forms of the teacher's interventions, in accord with the categories suggested by mortimer ans Scott (2002). This Analysis made evident the importance of the interactions in knowledge build, where the teacher made use of a comunicative approach interactive dialogic, but essentialy, of a comunicative approach interactive of authority. The standard of interactions made were, in some moments, of the type I - R - A, in another moments, of the type I - R - F - R ..., or still, of the type I - R - P - R .... The Teacher's Purposes during his intervenctions were sometimes in order to explore the Students's view and the understanding about specific ideas or phenomena, and sometimes to introduce or develop the scientific story, when making the scientific ideas available in the classroom social plan, or still, in order to guide and to keep the students's narrative in the way of this story's building. The teacher's pedagogic interventions forms, varied between give a shape to the meanings imputed by the students or to check their understanding about the meanings imputed in specific situations, or still, to mark key meanings, important to the building of the wanted explanation,as well as, to see the scientific story progress again. The interactions between the teacher and the students created a discuss in the classroom plan, xii which content propitiate that the students could build, to the situation in question, explanations guided by theory, because, those explanations always happened supported by a theoretic model that gaves them a sustentations to their elaborations. When comparing the pretest and the post-test results through the categories proposed in this study, it was made evident that, from the twelve-nine(29) students that took part in both, the pre and the post-test, twelve(20) showed an evolution in the thinking way and nine (9) kept themselves in the same category that they were classified by the pretest. From these, one (1) Already showed, by the pretest a way of thinking correspondent to the C5 category, which correspond to a more elaborated Thought about the mechanic energy topic and its forms, in a way that makes impossible to show in post-test na evolution in the way of thinking about this topic.