01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
Navegar
6 resultados
Resultados da Pesquisa
Item Relatório final estágio curricular obrigatório(2019) Nascimento, Diógenes Virgínio do; Santos, Maria Elizabete Pereira dos; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/7005094493372410; http://lattes.cnpq.br/2512760119418458Item Relatório final do estágio curricular obrigatório(2020) Albuquerque, Clara Almeida de; Santos, Maria Elizabete Pereira dos; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/7005094493372410; http://lattes.cnpq.br/5210707184426663Item Técnica de clusterização aplicada à análise de perfis socioeconômicos de estudantes concluintes de cursos de computação(2022-07-03) Souza, Clarissa Cordeiro de; Gouveia, Roberta Macêdo Marques; http://lattes.cnpq.br/2024317361355224; http://lattes.cnpq.br/1046530929912898The different social and economic classes of undergraduate students can impact the course of academic training and the permanence of such students in Brazilian higher education institutions. This course conclusion work applied a data mining technique called K-means clustering to the microdata of the 2017 National Student Performance Exam (ENADE), an exam applied by the National Institute of Educational Studies and Research Anísio Teixeira (Inep), with the aim of analyzing the contexts that separate graduates from the various computer courses, whether bachelor’s or licentiate, using socioeconomic data. The results pointed to four large groups of students and, based on their analysis, it is possible to list a profile of a graduate student of computing in the year analyzed, since the clusters have several characteristics in common, such as: most students are of the sex male, single, white, opted for the face-to-face modality, attended high school in public schools, among others. However, some characteristics were found in specific groups, for example there is a group of graduates who are from full-time public institutions.Item Técnicas de aprendizado de máquina para descoberta de conhecimento sobre dados abertos do ensino superior público brasileiro(2021-12-10) Rodrigues, Ebony Marques; Gouveia, Roberta Macêdo Marques; http://lattes.cnpq.br/2024317361355224; http://lattes.cnpq.br/5929185711837204This work deals with the use of techniques from the methods of Knowledge Discovery in Databases — KDD — and Cross Industry Standard Process for Data Mining — CRISPDM — on educational databases made available by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (National Institute of Educational Studies and Research Anísio Teixeira) — INEP — aiming to the discovery of knowledge that allows the identification, as well as the understanding, of the context in the formation of students from public Brazilian higher education institutions. Three data mining scenarios are observed, considering Supervised Machine Learning and Unsupervised Machine Learning methods, covering data classification, grouping and association experiments. The first scenario, which includes data from graduates of bachelor’s and licentiate’s undergraduate courses, aims to predict the approximate length of stay at graduation, considering the students’ socioeconomic information, through 16 classification models built using Decision Tree, Random Forest, XGBoost and Multilayer Perceptron Neural Network algorithms. XGBoost models had the best results in all experiments. In turn, the second scenario uses the Kmeans algorithm to perform a grouping of public higher education institutions that, based on the analysis of four groups obtained by considering information on expenses, numbers of professors and technicians, location and administrative category, among others, made it possible to identify similarities and dissimilarities between the institutions. The groups, in addition to data used in the first scenario, which include information about the students, such as age group, length of stay at graduation and form of admission to graduation, noting whether this occurred through affirmative action or social inclusion policies, among others, they are considered in the experiments of the third scenario, using the Apriori algorithm, for the generation of association rules that can support the discovery of knowledge in the context of Brazilian public higher education.Item 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.Item O estado do conhecimento da pesquisa sobre a avaliação das aprendizagens no ensino de história em Pernambuco: um estudo introdutório(2019-12-16) Araújo, Gustavo Folena; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/6735668398414628This article presents an introductory study of the state of knowledge of research on evaluation in the teaching of history in Pernambuco. The research thus allows the perception of theoretical and methodological options, advances and redundancies in the production of knowledge about the object of study. The corpus on which the research focused is composed of theses and dissertations defended between 2008 and 2018 in postgraduate programs in the areas of History and Education linked to public universities located in Pernambuco. Two dissertations were found and categorized which were analyzed in depth, based on the following questions: how is the topic approached? What is the underlying theoretical and methodological conception? Is there coherence between theory and method? What are the conceptions of History Teaching and evaluation that underlie the work? What new aspects are announced? The authors and authoress who influenced us throughout the research were Perrenoud, Zabala, Luckesi, Guba and Lincon; among others. The results demonstrate that the themes are approached by a qualitative research bias, predominantly document analysis, interview and observation; the conception of History Teaching is absent in one of the dissertations and in another the critical perspective predominates; In relation to the conception of evaluation, both defend in their theoretical frameworks the regulatory formative evaluation. Since the dissertations were developed from research in elementary and high school, we recorded the gap in relation to research that investigates the evaluation in higher education and, more specifically, the evaluation in the formation of the history teacher.