01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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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 A utilização da robótica como alternativa para o trabalho com comprimento da circunferência e ângulo(2019-07-24) Assis, Pablo Oliveira de; Costa, Wagner Rodrigues; http://lattes.cnpq.br/7087770599703498Math teachers often realize kids struggle about geometry and units of measurement. specifically, about angles and circumference applications. This article shows how these concepts can be explored using the educational robotic to reach an active learning over a teacher supervision. For this research we invited 6th grade students and the data showed that association with mathematics concepts and technology made it easier to think about math and use it to solve problems.Item Utilização de aplicativos de realidade aumentada para a construção do conhecimento químico(2024-03-08) Melo, Katiuska Genuino de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6359559341539892Digital Information and Communication Technologies (DIT) stand out in the area of Education, contributing to different pedagogical practices, configuring themselves as a viable alternative for teaching and learning processes. Among the various TDIC, Augmented Reality (AR) has stood out in recent years as a promising Digital Teaching Resource. AR is a resource that can be used in chemistry classes, as it is an integration of virtual elements with the real world, becoming a promising resource for the three-dimensional exemplification of complex molecules and atoms, in addition to a variety of possibilities for teaching Chemistry content. The present research aims to develop and use strategies for implementing AR applications in Chemistry Teaching. To this end, qualitative participant research was carried out with first-year high school students to address the subjects: Atomic Models, Periodic Table and Chemical Bonds, developed in four methodological stages. Initially, we sought to analyze the limits and possibilities regarding the use of the Augmented Reality Digital Didactic Resource (RDD) in Chemistry Teaching and then propose teaching strategies based on Active Technological Learning (ATA) which seeks to promote the construction of chemical knowledge through the application of emerging technologies, such as AR applications, as an effective teaching approach. The intervention carried out with the students was also analyzed in order to describe the possible advantages and disadvantages of its use. The results show that the use of AR technology has the capacity to provide a 3D and dynamic view of what students and teachers previously only observed in 2D statically in books and pictures, and can contribute to substantial, differentiated and dynamic learning, awakening the imagination and students' interest when it starts to be used as a digital teaching resource, associated with mobile learning through Active Methodologies.Item Relatório de monitoria das disciplinas: tecnologia na cadeia têxtil e ciências do conforto e tecnologia dos produtos emergentes(2023) Sales, Ana Carolina de; Peroba, Ana Rita Valverde; Melo, Jaqueline Ferreira Holanda de; http://lattes.cnpq.br/0639256942534141; http://lattes.cnpq.br/1892852546869463; http://lattes.cnpq.br/7027034669331942Item Um estudo comparativo entre metodologias ativas para desenvolvimento de habilidades de pensamento computacional no ensino de robótica(2022-02-16) Lima, Huan Christopher José de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2033883465489052With the inclusion of teaching of computing in basic education, through a Resolution that instituted and guided the implementation of the Common National Curricular Base (know as BNCC in Brazil) application of computational thinking and robotics for basic education will be more and more presents as compatible didactic resources with increasing skills and society's abilities to awaken the student as an agent capable of analyzing and investigating the adversities of the present day, which is immersed in technological solutions.In this sense, we seek in this study to analyze the progress of two classroom groups during the learning of computational thinking, using a robotics kit as an educational tool, taught through two active teaching methodologies: gamification, in the morning class, and learning based in problematics, in the afternoon class. In order to understand the students' evolution level and thus be able to compare the two methodologies, a pre-test was applied in the first class and a post-test in the last class in both classrooms. Both the pre-test and the post-test contain the same twenty questions and to solve them, the students used the concepts of the four pillars of computational thinking. From the data collected, we can understand that the level of students' knowledge absorption in activities that require decomposition, pattern recognition, abstraction and algorithms can vary from pillar to pillar, not only according to the active methodology used in the course, as also with adverse factors such as the age of the students, since students under twelve have abstract thinking still in the development.Item A vida através de cada bloco: ensino de programação para estudantes universitários através de jogo educativo(2023-09-08) Andrade, Alcides Cunha de; Melo, Jeane Cecília Bezerra de; http://lattes.cnpq.br/8499459630583005; http://lattes.cnpq.br/9676781312898621The problem of high dropout rates in higher education computer science courses is a recurring theme in the scientific literature, which indicates difficulties in the programming teaching-learning process as one of the main factors for this index. Another factor identified by these studies is that such difficulties mostly occur when students have their first contact with programming. For this problem, different solutions have been proposed. Among the most promising approaches, Game-Based Learning (GBL) has proven to be an effective methodology. Additionally, in terms of programming languages, a recurring paradigm to assist beginner students in learning is the use of Visual Block Programming. Thus, in this work, based on a literature review on the use of Game-Based Learning for programming education, a game called ”Life Through Each Block” is presented. The game poses challenges to students that need to be solved within a predetermined time limit. Therefore, the present work aims to use GBL in conjunction with Visual Block Programming to propose a game that aids in the programming learning process, targeted at incoming computer science students. To illustrate the proposal, a Minimum Viable Product (MVP) has been developed, containing a stage based on events that refer to situations that can be experienced by this target audience.Item Mandacaru radioativa: uma proposta de gamificação no Google Forms para o ensino de Química(2022-10-10) Silva, Alane Conceição Leite e; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2965802485781762The teaching of Chemistry is sometimes seen as very complex by students. Regarding the teaching of Radioactivity, there is an even greater deficit, since it is a content that is usually present at the end of the books, causing the unavailability to use the theme in the classroom. In this sense, using different methodologies so that the teaching and learning process is more effective can be an alternative. One of the alternatives can be gamification. Gamification fits as an active methodology and is used in the educational environment to promote greater motivation, participation and engagement in students. From this, the objective of this work was to build a gamified activity for the content of Radioactivity contextualized for High School. For this, qualitative research was carried out in four stages. In the first stage, a bibliographic review was carried out covering the main aspects about the work on gamification in the teaching of Chemistry. The second stage consisted in the construction of the Gamified Activity (GA) based on the literature review. In the third stage, the application of AG was carried out in high school classes. And, in the fourth stage, the analysis of students' perceptions about AG was carried out. Data collection was carried out through questionnaires, interviews and simple observations, and data analysis was performed based on Active Technological Learning (ATA), Revised Bloom's Taxonomy, and gamification assumptions. The results show that only eight articles discussed gamification in Chemistry teaching and that only one article involved the content of radioactivity and gamification. In addition, in the analysis of the articles, the main elements of the games used that contributed to the construction of the gamified proposal entitled “Mandacaru Radioativa” were observed. Regarding the results obtained through the application of the activity, it was identified that gamification can directly influence the effective learning of students, since it promoted greater participation, engagement and autonomy of the participants, being one of the main characteristics to be obtained through the ATA linked to gamification. With this, it is believed that this type of activity can be used not only in physical classrooms, but anywhere and at any time, requiring only internet access, which suggests its potential to contribute to an active teaching of students, expanding their perceptions about the teaching of Chemistry.Item Kit educacional como facilitador do processo de ensino aprendizagem na construção do conceito de biomas brasileiros(2023-04-19) Silva, Ana Carolina Soares; Couto, Janaína de Albuquerque; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/4797438152053136The active methodology is a tool that seeks the best ways to put knowledge production into practice, it is considered something completely different from what we find today in educational institutions. Therefore, the curriculum must be organized to allow the school to successfully play its role in training students and to achieve its objective. The use of these methodologies can favor the student's autonomy, arousing curiosity, stimulating individual and collective decision-making, arising from the essential activities of egalitarian practice. The objective of this work is to analyze the contributions of an educational kit for the construction of concepts about Biomes, in the perspective of an active approach. The methodological proposal is a qualitative research of an interpretative nature, with students of the third year of high school in a State Technical School in Gravatá. The intervention was based on the Kelly Experience Cycle - CEK, which breaks down the intervention into 5 stages: anticipation, investment, meeting, validation and constructive review. Furthermore, before the CEK, the Verification Questionnaire Before the Action (QVA) was applied and when the CEK was concluded, the Verification Questionnaire After the Action (QVP) was applied, these questionnaires being the documents analyzed in this research. From the results, we observed advances in relation to the construction of concepts, not only about biomes, but also concepts about greenhouses and endemic species. Therefore, the use of educational kits aimed at the study of biomes contributed significantly to the students' teaching and learning process.Item A formação docente para o ensino remoto emergencial em uma Instituição Pública de Ensino Superior: o uso do podcast como ferramenta ativa de aprendizagem(2022-09-30) Correia, Rhaelly Eduarda de Lima; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/7279598328405302Emergency remote education is an imminent challenge for teachers of Public Institutions of Higher Education because it requires digital skills that were not always part of its formative process. Training practices were integrated in the transition phase of public HEIs in order to mobilize in their faculty the awakening to the development of these competencies and skills essential to the remote teaching process. Thus, this article portrays, through a case study, the teacher training process in a public HEI through the use of the podcast tool. Through the teachers' perception of the experiences offered in the course, the article will answer four questions about this moment: who are we? How do we live? What did it mean? What will we do?. Most of the students were women, aged 36-45 years, with average ability with the use of digital resources. Through experiences offered by the podcast course, they were able to reflect on active practices in the perspective of the use of podcast in the active perspective of learning. The most common feelings experienced throughout the course were curiosity, awakening to autonomy (willingness to do) and joy. The practices experienced demonstrated how much the affective character has that is more than present in remote emergency teaching in order to ensure the permanence of this student in remote teaching, as well as meaningful learning. Future work should invest in the experience report of both students and teachers regarding the practices offered in the semester of emergency remote education.Item Sequência didática para abordagem do conteúdo da radioatividade com base em um juri simulado(2021-03-03) Oliveira, Juliana Félix de; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/4869917395565843This study analyzes the contributions of a didactic sequence based on Patro's model 5E in the construction of concepts about radioactivity content. For this, we used as strategies a simulated jury, a problem-situation and the construction and discussion of an infographic. The intervention material also included the exhibition and debate on a video about the accident with Cesium-137 in Goiânia, a questionnaire to survey previous conceptions and a guide for research and development of infographics, which aimed to expand discussions on the theme and contribute to the construction of concepts necessary for the resolution of the problem-situation and participation in the simulated jury. The research was carried out in a class of the 3rd year of high school, with about 20 participants. For data collection and construction, we used a questionnaire and audio recording, using a Smartphone. The results were grouped into categories for further analysis of the questionnaire responses to previous conceptions and the problem-situation. The survey of previous conceptions showed us that students identify the understanding about the existence of radioactivity and their participation in the society in which we live, even though students are unable to explain which chemical concepts are involved in their statements. The answers given by the students to the problem-situation have little to do with the scientific concepts about radioactivity, however, we observed in their responses a significant change in relation to the responses of the diagnostic evaluation, as they started to see radioactivity not only. The simulated jury was evaluated in the search to identify, in the students' speeches, the chemical concepts that involved the specific theme. The proposed didactic sequence seems to be a good alternative for building concepts that involve radioactivity, as it allows the development of scientific concepts and the construction of knowledge from an active perspective of students and considering benefits and problems associated with the use of radioactivity in society.