Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional
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Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional
Centro: CEUNES
Telefone: (27) 3312 1563
URL do programa: http://biologia.saomateus.ufes.br/
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Navegando Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional por Autor "Alencar, Isabel de Conte Carvalho de"
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- ItemDESENVOLVENDO O OLHAR INVESTIGATIVO NO ENSINO MÉDIO: DESCOBRINDO OS INVERTEBRADOS NOS AMBIENTES MARINHOS(Universidade Federal do Espírito Santo, 2019-07-11) Carvalho, Abia; Costa, Karla Goncalves da; https://orcid.org/; http://lattes.cnpq.br/5558591861739453; https://orcid.org/; http://lattes.cnpq.br/; Alencar, Isabel de Conte Carvalho de; https://orcid.org/; http://lattes.cnpq.br/; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540This master’s dissertationis an approach on the biology teaches as an investigative way and the subject used was invertebrates in marine environments. The works was accomplished by 20-year high public-school students of Cariacica. Questionnaries were used as a way of evaluating research. The practical part of the investigative activity carried out by the students began in the marine environments located in Anchieta and ended at school. Anchieta was chosen as a non-formal teaching biodiversity space, easy access, clean beaches and preserved mangrove. The chosen research activity presents relevant aspects to teaching, it is dedicated to problems that students be more actives, elaborating hypothesis, investigating facing an interactive learning by not memorization. The work resulted in didactic zoological collection and a in basic guide. The collection enchants by the wealth of details and innovative material in basic education, by using the technique of plastination for its construction. The didactic guide contains didactic proposals for Marine Biology in an investigative form at high school.
- ItemPercepcões de professores de biologia sobre a transversalidade do tema meio ambiente no ensino médio(Universidade Federal do Espírito Santo, 2019-07-29) Andrade, Elzimeire Abreu Araújo; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; https://orcid.org/0000-0001-6521-2125; http://lattes.cnpq.br/8514379367425509; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; Alencar, Isabel de Conte Carvalho de; https://orcid.org/; http://lattes.cnpq.br/A polemic persists about the ways to insert the theme “environment” in the curriculum of the Brazilian basic school: to create a discipline or to the mainstream it? With the polemic also persist the different conceptions and perceptions of the teachers about the concepts of environment and the field of action of environmental Education. After that, in this study we sought to investigate the perceptions of a group of Biology teachers in the educational network of the State of Espírito Santo on: (1) the concepts of environment, (2) the field of environmental education and (3) the ways in which it is addressed in the curriculum. Using a mixed research approach, the data were produced through the application of a semi-structured questionnaire with 28 teachers from 23 schools located in 14 cities. The results obtained evidenced that 42% of the participants already had some access to courses, projects or specific environmental education events. When indicating themes that should be addressed in environmental education activities, teachers indicated economics, partisan politics, prejudice, poverty, social inequality and infant mortality, with a frequency below 70%, while sustainable development, pollution, ecosystem conservation, species extinction and Global warming had frequencies ranging between 90% to 100%. Therefore, it can be inferred that in the perception of the teachers are different macro trends, but with prevalence of the naturalistic concept of environment. Within the perception about the most urgent environmental issues to be addressed in secondary education, according to the geographical scales (community, municipality and state), it was registered a total of 91 evocations divided into 24 themes that were grouped according to Santos (2007) guidelines for which the following frequencies were obtained: (1) Pedagogy of the nonhuman nature: 17.58%; (2) Pedagogy of human nature: 48.35% and (3) Integrative pedagogy: 34.06%. A total of 46.42% of the teachers defended the creation of an Environmental Education discipline, whose justifications were: the low hours of their subjects, the relevance of the subject that is little discussed in other disciplines, the complexity of the subject and the teacher‟s unpreparedness. However, 59.25% of teachers state that all disciplines are appropriate to address the environmental theme, although they also claim that Biology and Geography are more proper than others. The naturalistic feature in perception was corroborated when 39.28% stated that Biology is important for Environmental Education because it favors the awareness and protection of biodiversity. Only 10.71% declared their importance due to their potential for critical formation. Among the difficulties to approach environmental education, stood out: the need to gather knowledge from different areas, the legal aspects that involve the theme and lack of infrastructure of the schools. The predominant didactic strategies were the lectures, indicated by 36.36%, followed by reading and interpretation of texts with 22.72%. From the results, the limitations and possibilities for the accomplishment of the transversality of the environmental theme in the discipline of Biology were discussed. In addition, the results served as input for the development of a guide that could contribute with the teacher in the task of identifying, in the contents of Biology, the opportunities to approach socio-environmental themes, therefore fulfilling the task of the theme‟s transversality.
- ItemProtozoários no ensino médio: modelos e jogos como facilitadores no processo de ensino e aprendizagem em uma sequência didática(Universidade Federal do Espírito Santo, 2019-07-29) Andriao, Luciano Careta; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0000-0002-1120-6915 ; http://lattes.cnpq.br/3934652285422276; Alencar, Isabel de Conte Carvalho de; https://orcid.org/0000-0002-5808-7087; http://lattes.cnpq.br/0405928639594404; Souza, Marco Antonio Andrade de; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485This study aimed to develop visual and interactive didactic material for teaching Protozoa which was applied in didactic sequence as facilitating tools in the teaching-learning process. For the initial diagnosis, free evocation of words and semi-structured questionnaire were used, which showed that students (1) strongly associate protozoa with bacteria and diseases; (2) assertively associate cells, microorganisms, microscopes and unicellular cells; (3) have difficulties in differentiating prokaryotes / eukaryotes; (4) believe that they live in the human body and fresh water; (5) consider that they exist in the river of the city of ecological importance. A brainstorm instigated the students to think in an investigative way. Ten-dimensional biscuit models of free and parasitic forms were used to explore cell morphology. Interactive life cycle panels were also used for parasite forms. To the end of the sequence, the game "Face-to-face with protozoa" and the same semi structured questionnaire were applied, which demonstrated a significant increase in correct responses and correct appropriation of scientific terms. In all stages of the product, the students were engaging, dedicated and enthusiastic, especially with the models. A didactic sequence showed to represent an interactive methodological alternative that stimulated the protagonism of the student and acquired the learning of the same.
- ItemSABERES SOBRE ANIMAIS PEÇONHENTOS EM UMA ESCOLA DE ENSINO MÉDIO NO SUL DA BAHIA: CONTRIBUIÇÕES PARA O ENSINO/APRENDIZAGEM EM ZOOLOGIA E SAÚDE(Universidade Federal do Espírito Santo, 2020-10-29) Silva, Eneias Murilo Cerqueira da; Furieri, Karina Schmidt; https://orcid.org/; http://lattes.cnpq.br/7741080213355929; https://orcid.org/; http://lattes.cnpq.br/; Canete, Carolina Lomando; https://orcid.org/0000000238683703; http://lattes.cnpq.br/4443575779106615; Alencar, Isabel de Conte Carvalho de; https://orcid.org/; http://lattes.cnpq.br/This research addressed the teaching/learning about venomous animals in high school. Its general objective is to produce coursewear for the study of venomous animals at the high school level as a way to help in biology classes specifically in the contents