Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17606
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 "Araújo, Michell Pedruzzi Mendes"

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    Atividades Investigativas no Estudo do Sistema Digestório: Explorando a Interdisciplinaridade na Experimentoteca
    (Universidade Federal do Espírito Santo, 2024-03-28) Saraiva, Fernanda Guimarães; Corte, Viviana Borges; https://orcid.org/0000-0002-5488-6578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0000-0001-5849-9092; http://lattes.cnpq.br/9098988697779769; Pirovani, Juliana Castro Monteiro; https://orcid.org/0000-0002-4157-6503; http://lattes.cnpq.br/1554318438405230; Araújo, Michell Pedruzzi Mendes; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644
    The problems affecting the education and learning system, particularly in the teaching of Natural Sciences, are not recent and have been diagnosed for several years, leading different groups of researchers to reflect on their causes and consequences. As a way to mitigate these challenges, the study is based on Inquiry-Based Learning, a pedagogical approach recognized for its effectiveness in teaching natural sciences, which promotes active construction of knowledge by students through investigation. The research, conducted with 22 youths aged 16 to 18 at a Public State School in ES, adopted a qualitative-quantitative empirical experimental research approach, using the action research method. Thus, this work sought to develop, apply, and validate the Investigative and Interdisciplinary Teaching Sequence, which addresses Biology, Chemistry, and Physics content on the Digestive System, through the reformulation of practical activity scripts from the Experimentoteca Project, considering the current perspectives of Science Education proposed by the New High School, aiming to stimulate student leadership in problem-solving. The positive results of activity validation by students led to the reformulation of two practical activity scripts to align them with Investigative Teaching. These efforts aim to provide a dynamic and participatory learning environment, where students play a central role in knowledge construction, while offering practical resources that facilitate educators' work in the classroom, promoting more efficient teaching of natural sciences classes.
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    Ensino de Botânica em espaços não formais de educação na Grande Vitória-ES: uma proposta de guia ilustrado como potencializadora da práxis docente
    (Universidade Federal do Espírito Santo, 2020-10-30) Junger, Ana Paula Fantecelle; Corte, Viviana Borges; https://orcid.org/0000000254886578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0000-0003-0425-0130; http://lattes.cnpq.br/1992484352590096; Santos, Camila Reis dos; http://lattes.cnpq.br/9397038485923046; Araújo, Michell Pedruzzi Mendes; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644
    Teaching in Brazil is still very focused on a traditional approach, which ends up generating disinterest and demotivation in students. Within the subject Biology, the content that suffers the most from this is Botany, overlooked by students and teachers, who remain in a cycle of demotivation that must be broken. As a result, this work has as main objective to offer basic education teachers an illustrated and detailed guide that helps in the planning of their botany classes and contributes to the students' motivation and learning. This research has a qualitative and quantitative approach and its procedural nature is of the type of action research. Visits and data collections were carried out in 13 non-formal spaces (NFS) with potential for the study of Botany, located in the Metropolitan region of Greater Vitória. To complete the guide, 10 investigative teaching sequences (ITS) were elaborated as proposals for activities to be developed in NFS. The research was based on the opinion of teachers who analyzed the potential of the guide for use in their classes, as well as their views on botany teaching and the application of two of the ITS in NFS, as proposed by the guide. This study ratified the idea of other studies that show that Botany is overlooked by teachers, and it was perceived that this largely happens due to the choices that the teachers themselves make. Planning classes in NFS is not an easy task, and the teacher can go through several difficulties for this to happen. The mishaps found in the visits to the spaces confirm the importance of this guide as a facilitating and inspiring tool for teacher planning. The teachers reported that they would use the guide in the preparation of their classes and realized the potential to reduce the strangeness students have with Botany due to its use. The classes in NFS sum up learning about plants in their own environment and the investigative classes allowed this learning to happen autonomously, giving more prominence to the student. The results of the classes were satisfactory and generated significant learning at various times. Students feel more motivated by the NFS classes associated with the investigative approach when compared to traditional classes and field classes taught in another way. These data allow us to deduce that the association between NFS and the investigative approach is promising for teaching and learning processes and for a better perception of students about Botany.