Mestrado Profissional em Ensino de Biologia em Rede Nacional

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    À margem da lagoa : uma proposta de sequência didática investigativa para o ensino de artrópodes em espaço educativo não formal
    (Universidade Federal do Espírito Santo, 2024-07-31) Bourguignon, Larissa Raizer Borges; Cañete, Carolina Lomando ; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Muscardi, Dalana Campos ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Aoyama, Elisa Mitsuko ; https://orcid.org/; http://lattes.cnpq.br/; Gonçalves, Emerson Nunes da Costa ; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    Stimulating curiosity, reflection, and critical analysis to investigate causes, formulate hypotheses, and solve problems based on scientific knowledge presents a promising approach to addressing the challenges encountered in high school teaching and learning, particularly in the context of teaching arthropods. This topic poses challenges for both teachers and students, necessitating the use of varied methodological approaches, such as the implementation of investigative strategies, to facilitate the educational process. This research aimed to analyze the impact of an investigative didactic sequence, applied in a non-formal educational setting, on the learning of arthropods. The study resulted in the development of a pedagogical guide for teachers, designed to support the teaching of this content. The methodology involved the creation and application of an investigative didactic sequence, focused on the systematics and classification of arthropods, with 24 third-year high school students at a lagoon in Linhares, ES. The sequence included observation activities, specimen collection, classification, and reflection on scientific criteria, utilizing the lagoon as a non-formal learning space. The findings indicated that students' prior knowledge was limited to the morphology of arthropods. However, by the end of the didactic sequence, most students were able to accurately classify arthropods, showing increased motivation and interest in learning, thereby underscoring the effectiveness of investigative activities in the construction of scientific knowledge
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    Derrubando mitos : relações de parentesco evolutivo dos Craniatas no ensino médio
    (Universidade Federal do Espírito Santo, 2024-03-20) Mendes, Tatiana Matos Miranda; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    Biology is the science responsible for the study of life. It is common for students to identify with and appreciate the subject. However, the teaching of zoology, taught in high school, is fragmented, where biological groups are worked on separately, focusing on memorizing the characteristics of each one. This work was due to the need to combine the teaching of biology with phylogenetic systematics, thereby recognizing the evolutionary relationships between the species of the subphylum Craniata. The participating students belonged to two 3rd grade classes at a state school in Espírito Santo. As a result, three chapters were produced, where the first dealt with the creation of a Didactic Guide (GD), which guided the application of the Investigative Didactic Sequence. The second chapter was responsible for validating the GD and the third chapter was the application of a game entitled “Which Craniata Am I?”. The activities developed placed the student as the protagonist of their learning process, granting autonomy in solving the problems raised in the Guide. This provided significant learning, where students' prior knowledge served as a trigger for the acquisition of new concepts