TCC - Licenciatura em Ciências Biológicas (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/445
Navegar
4 resultados
Resultados da Pesquisa
Item Promovendo a alfabetização científica e tecnológica através do ensino de Citologia no ensino médio: relatos de uma professora em formação(2024-10-01) Pereira, Maria Isabel de Oliveira Mendes; Araújo, Elian Sandra Alves de; Conceição, Emanuella Maria da; http://lattes.cnpq.br/0829667458659173; http://lattes.cnpq.br/8362137509119353; http://lattes.cnpq.br/3096551749857151This report describes the process of designing, organizing and developing a pedagogical workshop using didactic models for teaching Cytology, from the perspective of a resident of the Pedagogical Residency Program, with the aim of promoting Scientific and Technological Literacy in High School. The combination of practical activities with concrete visual resources, such as biscuit dough, paints, canvases and brushes, helped to assimilate cellular concepts, promoting deeper and more meaningful learning, as well as increasing student involvement and enabling greater interaction between them. The Cell Biology Workshop contributed to the development of fundamental skills, such as observation, description and interpretation of cytological concepts and phenomena. However, some challenges were identified, such as the need to adjust the time and space allocated to the activities and the diversification of materials due to the lack of financial resources. In the end, it was concluded that this approach helps to promote students' scientific literacy by bringing them closer to scientific elements and language, and can therefore be considered an effective strategy for improving the teaching and learning processes in Biology.Item O estado da arte na formação continuada de professores de Biologia: uma análise de periódicos(2022-10-06) Goes, Matheus Soares; Araújo, Monica Lopes Folena; http://lattes.cnpq.br/7902118982606429; http://lattes.cnpq.br/0508345986344463Item PIBID e modalidades didáticas: contribuições na formação inicial de professores de Biologia(2021-03-04) Melo, Dayanne Lima de; Guilherme, Betânia Cristina; http://lattes.cnpq.br/3131730022364100; http://lattes.cnpq.br/7662933214092475The educational process involves a set of several factors, with regard to the teaching of Science, some teaching practices have discouraged students such as excessive use of textbooks and lectures, lack of visual information, difficult nomenclatures and little contextualization, this shows the need for new teaching alternatives. In this research, we cover the scenario of initial teacher education, encouraging a rethink about this process. For this, we explore the context of initial training associated with the Institutional Scholarship Program for Initiation to Teaching (PIBID) as an opportunity to experience the school environment in the formative period and the theme of didactic modalities as a facilitator of the teaching-learning process. PIBID is a program offered by the Coordination for the Improvement of Higher Education Personnel (CAPES), which seeks to intensify the training process for undergraduates, integrating the university and the school. Thus, we were guided by the following question: How does PIBID contribute to the initial training of students in the area of Biological Sciences through its actions and experiences in the school locus? Based on this question, our general objective was: to understand how the actions of PIBID contribute to the initial training of future biology teachers. For this, we had as specific objectives: to report pedagogical practices experienced in the school environment and to raise secondary data on PIBID in the initial teacher training process. This research was carried out based on the nature of descriptive research with a qualitative and quantitative approach. With this, we performed the description of 16 didactic modalities developed during the period of work at PIBID by the author of the research, bringing her conclusions about this experience. In addition, we quantitatively analyzed the presence of dissertations and theses with themes related to PIBID in the teaching of biology in eighteen universities in the northeast region of Brazil. The didactic modalities described in this research were practical classes, simulations, demonstrations, discussions and excursions carried out during the actions at PIBID/Núcleo Biologia at school. In the universities used as a research source, we recorded that only 07 (seven) had data. Therefore, this result demonstrates the need for research in the area to highlight the importance of the program for teacher education. Finally, we consider that PIBID and didactic modalities are factors that contribute to initial teacher education, allowing for autonomy, criticality and the (re)construction of the teaching identity, as it allows for the testing and critical analysis of teaching practice and modalities. didactics. Furthermore, the use of didactic modalities allows for greater familiarity between undergraduates and students, facilitating the teaching-learning process and making the rehearsal of the teaching practice pleasurable. Thus, we conclude that PIBID promotes the union of the learning acquired at the university by the licensor with the experimentation of these in a school environment.Item Diagnóstico da saúde mental e bem-estar de estudantes do IFPE-Campus Recife sob influência do ensino de biologia(2019-12-03) Carvalho, Isabela Vieira de; Silva, Flávia Carolina Lins da; http://lattes.cnpq.br/7547725170997480; http://lattes.cnpq.br/6131401598981466Many studies on the mental health of college students are conducted due to the overloaded system of education they are exposed to. However, there is a gap in the academy about these parameters in basic education, especially when it is an unconventional institution such as federal institutes that have a modality of education that integrates high school with the technical subjecting students to an equal or even more reality. overloaded than that of universities. With this, the present work aimed to make a diagnosis about the mental health and well-being of the students of the initial modules for probing parameters such as sleep and eating, and the exposure to the triggers of stress and anxiety, contributing data of this theme to the gym and proposing pedagogical intervention proposals for these issues. The study revealed that more than 60% of the study population claimed to encounter triggers of extreme stress and depression, in addition to falling sleep and food quality by more than 20% after joining IFPE-Campus Recife. In addition, the applied questionnaire helped to trace the institution's positive and negative points so that intervention proposals could be customized to fit the reality of the campus.