01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Item Explorando o pensamento computacional nos anos iniciais do ensino fundamental a partir de soluções criativas para alagamentos na cidade de Recife/PE(2024-03-01) Aureliano, Paulo Vinícius Cabral; França, Rozelma Soares de; http://lattes.cnpq.br/4282789732521235; http://lattes.cnpq.br/3335740440479045This paper proposes a didactic sequence for the development of Computational Thinking (CT) in the 1st year of Elementary School, using the problem of floods in the city of Recife/PE as a learning context. Based on discussions about the reality of CT development in Brazilian schools and the training of teachers working in the field, as well as on the axes and abilities related to computing education in Elementary School present in the complement of Computing to the National Common Curricular Base (BNCC), the objective is to introduce CT concepts in an unplugged way, focusing on key concepts and on the resolution of real problems, especially those related to social issues such as floods. The problem-based methodology will be employed to promote students' autonomy in constructing knowledge, allowing them to use Computing as a tool to address relevant and meaningful issues in their community. This approach aims not only to develop technical skills but also to promote meaningful learning by connecting computational concepts with real and social challenges faced by students. The proposal thus seeks to overcome challenges related to teaching materials and strategies for the effective integration of computing into the curriculum, offering an accessible and socially relevant alternative for computing education in Brazilian schools.Item 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 Desenvolvimento de uma artefato para aprendizado sobre segurança da informação em APIs(2023-05-15) Castro, Ricardo Henrique Rodrigues de; Assad, Rodrigo Elia; http://lattes.cnpq.br/3791808485485116In today’s world, Application Programming Interfaces (APIs) play a crucial role in applications by enabling integration between different systems. However, due to the sensitivity of the data and personal information that APIs handle, they are often targeted by malicious actors. To assist developers and security analysts, the Open Web Application Security Project (OWASP) has published a list of the top ten most common API security problems, aiming to identify and provide guidance on resolving them. In this context, this article proposes an innovative approach to learning security in APIs, utilizing the problem-based learning method known as Problem-Based Learning (PBL). This approach will actively engage students in solving real challenges related to API security, exposing them to authentic problems and developing practical skills in analysis, vulnerability identification, and countermeasure application.Item Concepções de professores de Química do estado de Pernambuco sobre a autonomia e autodidatismo na educação básica(2021-12-23) Campos, Évany Kelly da Silva; Campos, Ângela Fernandes; Santos, Giselle Maria Nanes Correia dos; http://lattes.cnpq.br/0295353071625877; http://lattes.cnpq.br/9400764965904535; http://lattes.cnpq.br/0459756346294765De acuerdo con David Tavares, en el siglo XXI comenzó una evolución ontológica llamada ontogénesis, surgida debido a las nuevas tecnologías. Esta evolución, denominada homo cyberneticus, es de gran interés para la educación, y de ella surge el autodidacta. Para que surja la autoeducación es necesario que el alumno se convierta primero en un alumno autónomo, libre, proactivo, curioso, protagonista de sus conocimientos, etc. Se cree que para fomentar la autonomía, la escuela debe trabajar con metodologías activas, siendo ABRP una muy eficaz para ello. Este trabajo tiene como objetivo investigar aspectos de la autonomía autodidacta y estudiantil desde la perspectiva de los profesores de química del sistema escolar público en el Estado de Pernambuco. La investigación se realizó con un enfoque cualitativo, que consistió en la construcción y aplicación de un cuestionario, utilizando Google Forms (cuestionario online) como vehículo para construir las preguntas y recibir las respuestas. Los encuestados fueron cuatro profesores que enseñan clases de química en el sistema de escuelas públicas del Estado de Pernambuco. Como resultado, los docentes entrevistados conceptualizan y diferencian entre autonomía y autodidactismo; creen en la posibilidad de que los estudiantes de secundaria sean autónomos y autodidactas, incluso en el componente curricular de química; reconocen el uso de las denominadas metodologías activas como fomento de la autonomía y el autodidactismo y están de acuerdo en que ABRP es una estrategia interesante para este desarrollo.Item O uso de metodologias ativas de ensino associada à robótica educacional com alunos do Ensino Fundamental: relato de uma experiência(2020-11-04) Cupertino, Gabriela Barbosa; Barros, Abner Corrêa; http://lattes.cnpq.br/3825998752196688; http://lattes.cnpq.br/6157059647848581The active teaching methodologies are teaching-learning approaches that are characterized by leading the student to assume a greater role in the dynamics of knowledge acquisition, so that the teacher starts to act no longer as a greater holder of information and knowledge but as a facilitator and mediator of this process. In this approach, the student is encouraged to participate actively in the construction of knowledge through the search for solutions to relevant problems in his life context and through constant exercise of critical sense. The objective of this monograph is to bring a critical account of the use of active teaching methodologies (Problem Based Learning, Peer Learning and Maker Movement) associated with technological tools (Educational Robotics and Design Thinking) in an elementary school in the rural area of the Vitória de Santo Antão - PE. Both the pedagogical methods used and the impact of using these methodologies on the performance and school experience of the students involved will be analyzed. The results observed in this throughout process allowed us to conclude that the adopted methodologies provided students with gains in areas that went beyond the simple acquisition of academic knowledge, with significant improvements in the capacity for socialization, teamwork and in the construction of critical and questioning thinking.Item Um currículo de aprendizagem por reforço para recompensas modeladas no Lunar Lander(2021-07-19) Albuquerque, Renilson da Silva; Sampaio, Pablo Azevedo; http://lattes.cnpq.br/8865836949700771; http://lattes.cnpq.br/3364503614448061Reinforcement learning is a machine learning paradigm where the agent learns to solve problems interacting with an environment, executing actions in a trial and error sequence. For each action performed, the agent receives a reward from the environment indicating how effective it was in solving the whole problem. The agent’s objective is to maximize the total reward received. However, in some reinforcement learning problems, the agent needs to learn complex tasks receiving uninformative rewards, leading to the credit assignment problem that slows the agent’s training process. Reward shaping and curriculum learning are techniques that can speed up agent training time by separating the problem into smaller tasks to be solved sequentially, applying smaller and informative rewards for each action performed. Lunar Lander is a simplified 2D simulator used as a benchmark for reinforcement learning solutions to the optimization problem on landing control of a lunar module. However, its standard rewards system assigns much more punitive rewards for the use of the engines, not being very constructive for the agent, which can lead to the credit assignment problem. Hence, this work proposes a curriculum using two additional shaped reward models and runs experiments that aim to minimize the Lunar Lander learning time. This work found that both the new models and the curriculum were more effective in training the Lunar Lander agent compared to the standard rewards model.Item Experimentação problematizadora no ensino da química: um estudo sobre ácidos e bases(2022-10-13) Arruda, Andréa Leão de Lima; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/4606492867425823This work aims to analyze a problematizing experimentation proposal on acids and bases applied in a chemistry classroom, searching for promoting conceptual construction by students. For the theoretical discussion, we based discussions on: chemistry teaching, problematizing experimentation in the teaching-learning process, acids and bases. In the methodology, a didactic sequence was organized throughout 3 (three) pedagogical moments, namely: initial problematization, organization of knowledge and application of knowledge. Among others, an experimental problem-solving activity was carried out on acids and bases, using a red cabbage indicator, as it contains a substance called anthocyanins that present a characteristic color in specific acid or basic environment, allowing the identification of this property in relation to the analyzed substances. This study was carried out in a class of the 3rd year of a public High School, a reference school in education of the state of Pernambuco, located in Recife city. The approach of problematizing experimentation on acids and bases, in the classroom, contributed to the teaching-learning process, starting from the rising of the students' alternative conceptions on the concepts until the understanding of the scientific concept involved.Item Um estudo sobre situações-problema de estrutura aditiva envolvendo números inteiros em livros didáticos do 7° ano do Ensino Fundamental à luz da Teoria dos Campos Conceituais(2021-07-29) Félix, Rafael Carneiro; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/7908466724861549Ce travail vise à analyser les différentes situations-problèmes de structure additive dans les manuels de 7e année du collège, dans le récent Programme National de Manuels Scolaires (PNLD) 2020. Comme cadre théorique, nous utilisons la Théorie des Champs Conceptuels qui considère les types de situations-problèmes de structure additive: composition, transformation et comparaison. Dans la méthodologie, 11 manuels scolaires de la 7e année du PNLD 2020 ont été consultés. L'analyse a été construite sur la base des introductions du chapitre addition et soustraction de nombres entiers des manuels. Au cours de l'analyse, on peut identifier que dans les manuels a une pluralité de situations-problèmes de type transformation, mais les situations-problèmes de type composition sont moins fréquentes. Et celles de comparaison sont absentes des manuels.Item Impacto ambiental: uma proposta metodológica para o ensino de ciências numa perspectiva argumentativa com o uso de resolução de problema e do jogo didático Salve o rio(2022-06-03) Amorim, Caroline Vitória Alves; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0816099485845957The present work is based on presenting the contributions of the didactic game “Salve o Rio” as a strategy in the science teaching-learning process in elementary school, since several studies elucidate the difficulties the students show in having the discipline contents appropriated, demonstrating the need to develop alternative teaching methodologies. The purpose of this work was to evaluate the use of the game “Salve o Rio” as a methodological strategy, in order to stimulate the interest and motivate students on the topic of environmental education. The study was developed and applied with 9th grade students from a municipal school in the city of Recife-PE, whose classes had previously addressed the content of Environmental Education, adding up to 24 students. The interaction between the students, the teacher/student relationship and the way the teams argued at the time of application of the game were observed. It was seen that the cooperative character among the participants and the mood of enthusiasm and involvement in the execution of the game increased. As for the educational process, the didactic game “Salve o Rio” was characterized as an auxiliary tool for science teaching.Item Os conceitos de fração parte-todo, quociente e operador: a necessária diferenciação desses subconstrutos na prática docente(2019-08-12) Brito Junior, Jairo Jose Ribeiro Toscano de; Rodrigues, Cleide Oliveira; http://lattes.cnpq.br/2951731416008876; http://lattes.cnpq.br/1567270124477805