TEDE Communidade:
http://www.bdtd.uerj.br/handle/1/3548
2024-03-29T13:00:07Z“O Jogo das Perebas”: estratégia para o ensino-aprendizagem das patologias virais no Ensino Médio
http://www.bdtd.uerj.br/handle/1/20981
Título: “O Jogo das Perebas”: estratégia para o ensino-aprendizagem das patologias virais no Ensino Médio
Autor: Carneiro, Camila Maria Silva Alves
Primeiro orientador: Vasconcellos, Anderson Vilasboa de
Abstract: The teaching of virology, due to the microscopic nature of these agents, can be monotonous, discouraging, descriptive and abstract. Viruses can only be observed at the electronic microscopy, what is impossible at school. So, it is necessary to develop new didactic tools to help in teaching this topic. In the present work, we developed a didactic sequence and a board game for this purpose. In addition, we analyzed four official documents that regulate high school education and three textbooks to understand how the thematic “virology” is addressed on them. The analysis of official documents allowed us to conclude that the topics is still very poorly explored at school. Additionally, the analysis of textbooks suggests that the topics was even more reduced in new textbooks, what will make it even more difficult to teach this subject in the classroom. The didactic sequence developed sought to combine music and a didactic game, two classes of playful activities capable of increasing the motivation of learning, making biology subjects clearer and closer to the student's daily life. The didactic game elaborated was called "Jogo das Perebas", a board game in whose cards are curiosities about viral diseases, and information about prevention and care about viral pathologies. The didactic sequence was applied to high school students in a State School, in the city of Nova Iguaçu, Rio de Janeiro. After the application, the students were invited to answer a questionnaire whose answers showed an improvement in the general knowledge of the students about viral pathologies. In this way, we were able to evaluate that the didactic sequence and the didactic game developed here are efficient tools in the promotion of teaching and learning about viral disease. With this, we conclude that the promotion of differentiated activities in the classroom helps students to have greater participation and engagement during classes, being active agents, and not mere observers, learning in a fun, pleasant way and stimulating interpersonal relationships between them.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2022-08-29T00:00:00ZDesenvolvimento de uma sequência didática de construção de árvores filogenéticas no ensino médio empregando modelos tridimensionais
http://www.bdtd.uerj.br/handle/1/20977
Título: Desenvolvimento de uma sequência didática de construção de árvores filogenéticas no ensino médio empregando modelos tridimensionais
Autor: Menezes Júnior, José Afonso de
Primeiro orientador: Silva, Jaqueline Gusmão da
Abstract: The contents of phylogenetics in High School are not dealt with explicitly in the discipline of Biology. This is due to numerous factors, such as the very organization of contents in textbooks, which bring the different areas of knowledge in biology in a compartmentalized way and without demonstrating relationships between them, as well as the difficulty that teachers themselves have in mastering these concepts, how to analyze and interpret a phylogenetic tree correctly. The use of three-dimensional models in education proves to be a valuable tool for helping to understand the contents, as well as to make the class moment more pleasant for students. In this research, a didactic sequence was developed for the use of a three-dimensional model with a focus on student protagonism so that he can build knowledge, in an investigative way, of how a phylogenetic tree is interpreted. The research took place in a public school of the state education network of Rio de Janeiro, in the municipality of Resende with 57 students from the first year of high school in the year 2021. The students answered a questionnaire on phylogenetic systematics after a lecture and the same questionnaire after a practical class with the proposed three-dimensional didactic model. A methodology was used to measure the normalized learning gain after the practical class and the results obtained indicated that the use of the three-dimensional didactic model to build a phylogenetic tree favored the teaching-learning process on this content. In addition, with the qualitative analysis of the questionnaires answered by the students after the practical class, it can be confirmed that the use of this didactic sequence made the classroom environment more pleasant and facilitated the teaching-learning process.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2022-08-29T00:00:00ZSequência didática investigativa para o ensino de imunologia utilizando fake news: uma abordagem para o ensino remoto
http://www.bdtd.uerj.br/handle/1/20976
Título: Sequência didática investigativa para o ensino de imunologia utilizando fake news: uma abordagem para o ensino remoto
Autor: Silva, Roberta Mota Alves da
Primeiro orientador: Silva, Tatiana Luna Gomes da
Abstract: Immunology has been, over the years, considered a discipline of unique difficulty, despite being essential for individual and collective decisions regarding the health of society as a whole. Considering that the school is an important sphere in the formation of the individual, it is up to this space and the educational process, the formation of citizens aware of their power of choice amidst a "sea of fake news", involving the various social spheres in particular the health. The present work presents a didactic sequence as an alternative to approach the contents of immunology in high school, through the use of fake news. With the work in question, the fragility of remote teaching and the need for methodological adjustments was also evidenced. Finally, the didactic experience resulted in a script for teachers, which will be made available with all the material produced and necessary for using the sequence. Investigative teaching, one of the pillars of this work, seeks to develop a critical sense and a real learning of the contents in question. We hope to promote knowledge of basic immunology concepts and assist in the development of citizens able to fully exercise their citizenship.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2022-04-29T00:00:00ZJustiça socioambiental e o direito ao rio limpo: uma sequência didática investigativa para ensino médio
http://www.bdtd.uerj.br/handle/1/20975
Título: Justiça socioambiental e o direito ao rio limpo: uma sequência didática investigativa para ensino médio
Autor: Silva, Rodrigo Pereira da
Primeiro orientador: Domingos, Patrícia
Abstract: This work presents a research on critical environmental education, highlighting socio-environmental justice, carried out in a state school in Rio de Janeiro, which is located near the neighborhood of Ampliação, in the municipality of Tanguá-RJ, with high school students. Educational actions in the context of teaching biology and the environment can help students and the general population to have tools to fight for social and environmental equality, demanding a responsible stance on these issues from governments. The research is qualitative and is based on the assumptions of the Participant Research. The research work was based on the performance of students at school and with the Ampliação community, which suffers from socio-environmental problems related to the degradation process of the Caceribu River located there. The methodological course was oriented towards participatory action, in an educational process that developed transformative actions with the students to understand the socio-environmental issues of the school territory. The process also sought to involve school officials and the school community in order to recognize the situation of local socio-environmental injustice and their right to demand improvements. The final product of the work was an investigative didactic sequence (SDI) for the teaching of biology/environment, composed of remote and presential actions, in the classroom, with the selection of didactic strategies that aimed to promote the protagonism and formation of a perspective criticism on students. The development of socio-scientific knowledge associated with students' critical perception of their socio-environmental reality was observed. They developed an estrangement about local conditions, which are characterized by a scenario of socio-environmental injustice and racism, previously naturalized.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2022-07-25T00:00:00Z