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 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 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 Análise da percepção de estudantes do ensino médio quanto aplicações atuais da teoria da evolução e medidas facilitadoras do ensino-aprendizagem(2019-12-05) Carlos, Isabella Ribeiro; Montes, Martín Alejandro; http://lattes.cnpq.br/0349635170206363; http://lattes.cnpq.br/7389871566380539Item 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.