Navegando por Assunto "Recursos audiovisuais"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Aplicação da metodologia da sala de aula invertida no ensino da botânica para o ensino médio
(Universidade Federal do Pará, 2020-11) NASCIMENTO, Nilton Cleber Melo do; MARDEGAN, Silvia Fernanda; http://lattes.cnpq.br/2255825871255432; https://orcid.org/0000-0003-3057-8973
Research-based teaching has emerged as an alternative to traditional classes, where the teacher is the only source of knowledge. In this context, the flipped classroom is considered an innovation in the learning process, where the idea is that the student absorbs the content through the virtual environment, and, when arriving at the classroom, he is already aware of the subject to be developed. The inverted classroom creates conditions to have a more active participation of students, implying a change in practice and the development of strategies that guarantee the organization of a more interactive learning and closely linked to students' real situations. This type of change proves to be essential and urgent in the teaching of botany, since even though they enjoy a series of benefits generated by plants, few know the extent of the appropriate resources of these beings. A better understanding by the students of the importance of plants in their daily lives is necessary. However, many students and teachers believe that botany teaching in the traditional ways are unattractive or even discouraging. The objective of this work is to create a methodological guide applying the methodology of the flipped classroom in botany teaching for High School. In this methodology, video lectures were recorded in green spaces in the city, encouraging students to recognize the local flora and identify its basic characteristics. Positive changes are expected in the teaching and learning process and an appreciation of the importance of botany in students' daily lives.
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.