01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Resultados da Pesquisa
Item Percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada para promover a alfabetização científica(2025-03-17) Silva, Sergiany Sandrelli Santos da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6898348167448044Nesta pesquisa temos o objetivo de analisar percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada, a partir do tema Microplásticos, para promover a Alfabetização Científica. A pesquisa foi qualitativa; contou com a participação de dez licenciandos em Química que cursaram pelo menos uma das disciplinas do curso cujas ementas são voltadas para a abordagem CTS; e foi desenvolvida em quatro etapas metodológicas: planejamento de uma intervenção didática fundamentada na abordagem CTSA e estruturada a partir dos eixos da AC propostos por Sasseron (2008) e da espiral de responsabilidade de Waks (1992) com o tema Microplásticos (1ª etapa); elaboração do questionário (2ª etapa); contato, convite e envio do questionário e do Termo de Consentimento Livre e Esclarecido (TCLE) para os participantes da pesquisa (3ª etapa); e análise dos dados (4ª etapa). Como resultado da pesquisa, podemos destacar que, com base na análise das respostas dos licenciandos ao questionário, a intervenção didática apresenta potencial para promover a AC, ao contemplar os três eixos estruturantes propostos por Sasseron (2008). Além disso, contribuições e limitações da intervenção didática foram apontadas pelos licenciandos. Como contribuições, eles mencionaram, por exemplo, consciência ética sobre o uso e descarte do plástico e a aplicação prática do conhecimento e a formação de cidadãos responsáveis. E como limitações, os licenciandos apontaram, dentre outras, a limitação de tempo para explorar as relações CTSA e a formação docente adequada. Portanto, para pesquisas futuras sobre a AC no ensino de Química, sugerimos a implementação da intervenção didática em tela em contextos reais de ensino para investigar a promoção da AC dos estudantes nesses contextos.Item Metodologias ativas e práticas interdisciplinares no ensino médio: um estudo de caso em uma escola particular em Recife(2024-10-04) Silva, Cesar Welyce da; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/6921572996321415This paper investigated the effectiveness of active methodologies in science laboratory practices as a method of preparation for exams such as ENEM and SSA, for students that are in the first and second year of High School, with the aim of promoting a more significant and integrated learning with the sciences of nature. ProlabPreMed, created in 2018 at a private school in the city of Recife, PE, prepares high school students for college entrance exams with a focus on admission to highly competitive courses such as medicine and engineering. The practices carried out in the science laboratory involve a series of experiments that are covered in entrance exams, providing students with a deeper understanding of theoretical concepts. The use of active methodologies encourages active student participation, making the school environment dynamic and collaborative. Moreover, these approaches foster the acquisition of essential skills, such as critical thinking, problem-solving, and independence, which are crucial both for the exams and for academic and professional development.Item Análise das questões de biologia do ENEM (1998 - 2022) e as implicações do seu protagonismo no ensino de ciências biológicas(2023-03-30) Santos, Rebeca Caroline dos; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/1034491539161852Since the beginning of the history of Brazilian education, the challenge of establishing educational public policies that effectively implement an evaluation method has been evident. With this in mind, the ENEM was created with the purpose of evaluating and pointing out possible solutions for the various deficiencies observed in basic school education. Given the importance given to this evaluation process, this work aims to analyze the biology questions present in the exam from 1998 to 2022, considering the reflexes presented in science teaching due to the protagonism of ENEM. For this, it was necessary to compartmentalize and categorize 439 questions in their respective themes and subthemes of the biological context, also observing the presence or absence of contextualization, interdisciplinarity and multidisciplinarity; these being the guiding principles of ENEM. That said, it was found that the most frequent theme during the ENEM was ecology (30.80%) with the most relevant sub-theme "disharmonious relationships and human impact" (22.78%). On the other hand, the theme with less frequency was botany (2.44%), with the sub-theme “angiosperm” with greater evidence. Contextualization results reflect an inversely proportional condition with the visual elements, that is, the more visual information, the lower the contextualization. Interdisciplinarity presented an average of 21.31%, while multidisciplinary corresponds to 17.42%. Based on qualitative results, it was found that the exam underwent constant structural changes influenced by the social, economic and political context. In terms of education, it becomes a major curricular driver in science teaching, even if it is outdated when compared to BNCC. Still, when observed about the evaluative category, a neo-traditionalist bias was found, opposing the Ministry of Education, when claiming to be a constructivist test.Item A bioquímica dos hormônios em uma intervenção pedagógica interdisciplinar entre química, arte e educação física a partir da temática frevo(2023-09-11) Nascimento, Marília Macário Simões do; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2036102562810888The aim of this research was to analyze students' understanding of the relationship between frevo dancing and the biochemistry of hormones in the context of an interdisciplinary pedagogical intervention between Chemistry, Art and Physical Education based on the frevo theme. We conducted a qualitative study of the pedagogical intervention type. The pedagogical intervention was carried out in a private school in the municipality of Olinda - PE. The research subjects were 26 students from the 3rd grade of secondary school. The intervention was applied in two stages, subdivided into three classes: one class in stage 1 and two classes in stage 2. The methodological stages for the development of the research were: intervention method (stage 1); intervention evaluation method (stage 2). From the analysis we can say that: the students expressed different perceptions of frevo, focused on frevo as a dance, culture and expression; the majority of students, in their previous conceptions, understood that dancing favors the release of hormones, such as dopamine, serotonin, oxytocin, endorphin and adrenaline, however, they did not know how to chemically explain the relationship between frevo dancing and the biochemistry of hormones; no progress was made in the students' understanding of the relationship between frevo dancing and the biochemistry of hormones when they produced parodies as an assessment activity.Item Uma abordagem para planejamento de aulas interdisciplinares com pensamento computacional para educação básica(2023-09-20) Monteiro, Lidiane de Souza; Falcão, Taciana Pontual da Rocha; Rodrigues, Rodrigo LinsThe approval of the Standards for Computing in Basic Education - Complement to the National Common Curricular Base (BNCC) in 2023 was a milestone for the country, but at the same time, the need to implement computing education in schools brings many challenges for teachers. One of them is the need to appropriate knowledge established in the axes of Computing for the school curriculum (Computational Thinking, Digital World, and Digital Culture) and include the skills and competences in their classes, in an interdisciplinary way. In this context, this work aims to contribute to the development of artifacts to support the implementation of computing education in basic education, as well as to offer support to teachers during this challenging process. Thus, the HackEduComp was held, an educational marathon that brought together teachers from different disciplines with a common challenge: to plan interdisciplinary classes with Computational Thinking. The results indicate that the classes planned in a collaborative way have the potential to promote and support the implementation of Computational Thinking in Basic Education, providing learners with meaningful, contextualized learning and applying techniques from Computer Science.Item PenseEdu: aplicativo para aplicação interdisciplinar do pensamento computacional no ensino fundamental(2022-10-05) Marinho, Alan José Pavão; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319Computer Science, in the current scenario of Brazilian education, is disconnected from the school curriculum, but the globalized world demands that educational institutions invest in innovation and computational education to support the teaching-learning process. The resources currently available to apply the main concepts of Computing are insufficient to meet this need for a link with basic education. In view of this, the present work is motivated in the search to promote the inclusion of the main fundamentals of Computer Science as a way of evolving the skills and competences of Basic Education students. Therefore, the project aims to develop an application for mobile devices: PenseEdu, which aims to enable the interdisciplinary application of Computational Thinking in Elementary School. Since the application of Computational Thinking is still little used in view of the wide range of possibilities that it allows, we intend to facilitate the use of this interaction by providing teachers with directions. We understand that such a proposal adds to the articulation and integration of Computational Thinking in the teaching-learning environment, promoting the development of 21st century skills.Item Relatório final do estágio curricular obrigatório(2020) Perônico, Bruno Wallace do Carmo; Santos, Maria Elizabete Pereira dos; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/7005094493372410; http://lattes.cnpq.br/0046571861031257Item Análise das relações entre Ciência-Tecnologia-Sociedade (CTS) nas questões de química do Exame Nacional do Ensino Médio edição 2021(2022-05-31) Oliveira, Brenda Silva; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8709791672347257The National High School Exam (Enem) is a national assessment created in 1998 with the objective of evaluating students' performance at the end of basic education. In 2009, it was reformulated and started to be used as an instrument for entering higher education with the aim of democratizing opportunities for access to higher education. The exam aims to assess the quality of basic education and encourage the restructuring of the school curriculum. In this research, the Enem is also conceived as an indicator of the presence of the science-technology-society (CTS) approach in high school. Therefore, the objective of this work is to analyze the CTS relationships established in the questions related to the chemical contents of the Natural Sciences notebook and its technologies of the Enem in the 2021 edition. we carried out a documentary research with a qualitative approach to the data, which considered quantitative data. For the analysis, assumptions of the Discursive Textual Analysis were considered. Based on the results of the analysis, it can be said that: most of the questions covered different themes, with a predominance of the theme of environmental pollution; most questions explored scientific and technological aspects; and Science-Technology, Science-Society, Technology-Society and Science-Technology-Society relationships were identified, with a predominance of the former. In this sense, considering that in the CTS approach the three dimensions are articulated, it is concluded that this type of approach seems to be still incipient in the teaching of Chemistry in Brazilian High Schools.