TCC - Licenciatura em Ciências Biológicas (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/445
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Resultados da Pesquisa
Item Sequência de ações didáticas à luz do Modelo das Múltiplas Perspectivas-Pernambuco (MoMuP-PE) para a construção de conceitos sobre metabolismo energético(2019-12-18) Lopes, Jade Porfíria da Silva; Couto, Janaína de Albuquerque; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/6725691063310522Biochemistry is a field of biology that studies phenomena of an abstract nature, so it is considered a subject of difficult understanding. The teaching of biochemistry encounters some problems inherent in the teaching of biology, including the verticalization of specific content, the need for abstraction and decontextualization of specific themes, arising from a pedagogical practice built in the light of a predominantly Cartesian paradigm. In this scenario, the present research has been looking through the Pernambuco Multiple Perspective Model (MoMuP-PE) for a theoretical and methodological basis that enables the construction of knowledge significantly through an emerging and innovative paradigm. Given the above, the present work aims to investigate an application of a sequence of didactic actions, based on MoMuP-PE, in a context of initial training of Biology teachers, with a view to the construction of concepts in Biochemistry. The Sequence of Didactic Actions was elaborated and applied to a class of the second period of the Biological Sciences Degree course and was internally validated for the purpose of evaluating whether the students managed to achieve the goal set by the teacher, building and reworking the biochemical studies from the Multiple Perspectives Model of Pernambuco (MoMuP-PE).Item Elaboração, aplicação e validação de uma sequência didática à luz do Modelo das Múltiplas Perspectivas – Pernambuco (MoMuP-PE) para a construção de conceitos Bioquímicos(2019) André, Woldney Damião Silva; Couto, Janaína de Albuquerque; Sá, Risonilta Germano Bezerra de; http://lattes.cnpq.br/6164731091247331; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/6662157998132537The teaching-learning process of Biochemistry comes up against some difficulties, which can be attributed to the need for a systemic view about its themes, which permeate between a macro and microuniverse. In an attempt investigate an enabling strategy for the construction of biochemical concepts, we seek to develop, implement and validate a Teaching Sequence (SD), based on theoretical assumptions established by the Model of Multiple PerspectivesPernambuco (MoMuP-PE), bringing aspects of food as problematizing context. In the present research, the SD built, was applied in a class of the technical course in Agropecuária integrated to the High School linked to the Agricultural College Dom Augustinho Ikas (CODAI / UFRPE), within the scope of a school intervention linked to an institutional extension project. The purpose of this research was to guide the planned actions involving the construction of concepts involving energetic metabolism, predicted in High School, working the composition of food within a chemical and biological universe, being these articulated to the concept of health and society. From the analysis of the questionnaires applied before and after the intervention, as well as the activities produced during the SD, it was possible to validate the proposed SD, in view of the conceptual re-elaborations carried out by the students and the articulations involving the micro and macro nutrients, the process feed, and the factors which interfere with building a healthy eating habit. In this sense, the theoreticalmethodological assumptions of MoMuP-PE guided the construction of the actions present in the SD developed, so that, from these orientations present in the proposed actions, allowed the students to experience, in an initial study perspective, activities of deconstruction and reconstructions (mental and materialized), leading them in the process of conceptual elaboration in a pragmatic and articulated perspective, permeating in this process, the thematic crossings observed throughout the activities.Item Blended learning no ensino da respiração celular: uma proposta de sala de aula invertida(2019-02-04) Monteiro, Maria Gabriela Silva Carneiro; Araújo, Rosangela Vidal de Souza; http://lattes.cnpq.br/0161284695913412; http://lattes.cnpq.br/4031709664939616This article aims to present the results of the use of the inverted classroom model (flipped classroom) in the Licentiate course in Biological Sciences of a federal public institution. The inverted classroom is characterized as an approach by which the student assumes responsibility for the theoretical study and the classroom lecture serves as a practical application of the previously studied concepts. To carry out this research, we conducted a descriptive, observational and field research with a qualitative approach.The subjects comprised 34 students and it was held in the discipline of Biochemistry of Systems with a workload of 60 hours. For data collection, a VARK questionnaire (Visual, Aural-Read, Write and Kinesthetic) was applied before the intervention, a form after the intervention containing open and closed questions and three activities related to the cellular respiration content. This work points to strong evidence of the potential for the use of the inverted classroom in the formation of concepts in biochemistry and the importance of knowledge about students; learning styles for an optimization of the use of the proposed method. We also diagnosed some problems faced during the research, such as the strong inheritance of the student by the traditional method of teaching, which caused some resistance and difficulty of adaptation at the beginning of the discipline. The data obtained show that, in spite of the barriers to overcome during the experience, the implementation of learning models and innovative attitudes has contributed a lot, especially for the student to make worthwhile what he has learned in the discipline, showing that they know how to make appropriate decisions, solve problems, work collaboratively and make a difference in your future profession.