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 Aulas de campo no Ensino Básico de Pernambuco: propostas de guias práticos para exploração de alguns ecossistemas litorâneo-costeiros(2021-12-06) Lima, Willian Lopes; Melo Júnior, Mauro de; http://lattes.cnpq.br/6735233221650148; http://lattes.cnpq.br/1436297679155454Field classes are important didactic-pedagogical tools that manage to unite theory and practice through meaningful learning. This importance grows even more when this type of activity is used to teach ecology and the environment, since through it, critical citizens can be formed and sensitized to environmental issues, which is extremely necessary today, see the advanced state degradation of our ecosystems. Therefore, it is necessary to analyze how the spheres of Federal and State governments are stimulating the teaching of ecology and the environment, and the use of field activities in schools. Therefore, an evaluation was carried out in the main documents that guide education in the state of Pernambuco, the Common National Curriculum Base and the Pernambuco Curriculum for Education, to quantify the occurrence of terms common to the areas of ecology and environment, as well as to understand how these documents regulate field classes. Furthermore, a preliminary data survey was carried out on the occurrence of field classes in teaching activities or in the education of students in the State, who completed their studies in the last 10 years, and the possible factors that hinder their implementation. From the evaluation carried out, it was possible to verify that the guiding documents of Education in the State have few terms related to the areas of ecology and the environment in their text, and although one of them refers to field classes, a concrete standardization was not observed. For its correct employment in schools. At the same time, it was evident that field classes are still not carried out satisfactorily, since through the survey, few cases of field classes were observed among the interviewees and several factors were raised that hinder their occurrence, among them, problems related to transportation, payment of fees and lack of incentives from the educational institutions themselves. The set of all data obtained in the documental research and in the preliminary survey with the school community culminated in the construction of three field guides for different ecosystems found in the State, aiming at encouraging field classes to teach ecology and the environment. Such field guides, in the form of lesson plans, provide elements necessary for teaching activities, with tips and suggestions for a better exploration of three important coastal-coastal ecosystems, which occur not only in Pernambuco, but also in other brazilian states.Item As influências das metodologias ativas para o ensino de Citologia na Educação Básica(2019-12-03) Siqueira, Jessiklécia Josinalva de; Silva, Flávia Carolina Lins da; http://lattes.cnpq.br/7547725170997480; http://lattes.cnpq.br/5668313589226017This study is inserted in the perspective of tool articulations that mobilize students to seek and build knowledge, with the teacher's mediation in this process and no longer as the sole source of knowledge and information. However, the aim of this study was to analyze the perceptions of high school students concomitantly with the technician of the Federal Institute of Pernambuco about the cytology contents from a pedagogical intervention with active methodologies about the subject. The research was conducted at the Federal Institute of Education, Science and Technology (IFPE, Recife campus) with the participation of students from the institution. Data were collected from a students' socioeconomic questionnaire and their perspectives on biology content and teaching, in parallel with a pedagogical intervention, using conceptual maps as a tool in the cytology content teaching-learning process. For the statistical analysis of the results, the Bioestat® 5.3 program was used, evaluating the data obtained using the Chi-square test (p <0.05) and performing a descriptive analysis of the collected data. The results point out that there are considerable levels of difficulty linked to biology content and that different tools are needed to reduce these difficulties and that and more students be able to apply certain content at some point in their lives, especially in everyday matters, as well, as they point out that the use of active methodologies in the teaching-learning process help to minimize such difficulties.Item Avaliação da abordagem dos sete princípios essenciais do oceano na Base Nacional Comum Curricular do Brasil(2021-12-09) Andrade, Inayse da Silva; Melo Júnior, Mauro de; http://lattes.cnpq.br/6735233221650148; http://lattes.cnpq.br/2666778560521856The ocean has a valuable relationship with human beings who, since the beginning, launched into boats to discover and explore it. About 4.6 billion people live close to the sea and enjoy its ecosystem services. On December 5, 2017, the United Nations declared the Decade of Ocean Science to ensure support for the implementation of the 2030 Agenda for Sustainable Development. In Brazil, the launch of the program on ocean literacy was carried out in 2019, and since then, several entities have been trying to expand society’s access to the principles of this program. Ocean literacy has seven essential principles of the ocean to involve society in the themes of the sea, principles that were explored in this work through an exploratory analysis, through the use of keywords, to assess possible approaches in the Common National Curriculum Base of Brazil, given the urgent need to work on ocean education in schools. The analysis of the keywords showed how much they were cited in the BNCC text, highlighting the words “resources” with 181 citations, of which only 22 were related to some essential principle of the ocean, followed by the words “diversity”, “dynamics” and “earth” with 126, 71 and 56 citations, respectively. It was possible to identify the principle that presented the highest number of related citations, principle 6 for being related to 73.3% of citations, as well as the least related, principle 4 representing only 10% of citations. BNCC's abilities were also identified for the stages of elementary and high school, directly or indirectly related to the seven essential principles of the ocean, showing that, despite the difficulties encountered, it is possible to work on the oceanic theme in the contexts of the BNCC. It is also possible to identify the areas that present greater possibilities for approaching the ocean and its principles, with greater emphasis on the areas of Natural Sciences and its technologies and geography. The results also show that the presence of Keywords directly related to the essential principles facilitates the process of approaching them, while the relationship indirectly requires a greater effort from the educator and the development of a more sensitive look to the demand of ocean education with the students. The development of works like this reflects the importance of recognizing the role of the ocean in our lives and the duty to include it in our basic education.