Mestrado Profissional em Ensino de Biologia em Rede Nacional

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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Autor "Barata, Diogina"

Agora exibindo 1 - 8 de 8
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    A etnoornitologia como elemento de integração do conhecimento popular ao ensino de biologia
    (Universidade Federal do Espírito Santo, 2024-07-03) Rezende, Jardel Pedro de Oliveira; Hoffmann, Diego; https://orcid.org/0000-0001-7542-5933; http://lattes.cnpq.br/; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Renato de; https://orcid.org/; http://lattes.cnpq.br/
    This research addresses ethno-ornithology in high school as a strategy to value popular knowledge and integrate it into the school curriculum. The central problem investigates how the inclusion of ethno-ornithological knowledge can enrich biology education, promoting a deeper understanding of local biodiversity and environmental conservation. The objective is to explore ethno-ornithology as a pedagogical tool to strengthen students' connection with their environment, encouraging interdisciplinary learning and respect for nature. The methodology adopted involved the application of didactic sequences based on ethno-ornithological knowledge, collected through participatory research in local communities. The results demonstrated that the ethno-ornithological approach in biology teaching favors the appreciation of traditional knowledge, stimulates students' scientific curiosity and promotes awareness of the importance of conserving birds and their habitats. It is concluded that the integration of ethnoornithology in biology teaching programs is essential for effective environmental education, capable of forming conscious citizens responsible for the preservation of natural and cultural heritage.
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    A lagoa do Dinah Borges, Eunápolis, Bahia, como espaço não formal para o ensino de Biologia
    (Universidade Federal do Espírito Santo, 2019-07-19) Silva, Anerleia Barbosa da; Barata, Diogina; https://orcid.org/0000-0001-6093-9405; http://lattes.cnpq.br/2173274073008235; https://orcid.org/0000-0002-0653-4543; http://lattes.cnpq.br/1913895402434919; Silva, Luiz Fernando Duboc da; https://orcid.org/0000-0003-1299-5212; http://lattes.cnpq.br/7017253515050575; Amado, Manuella Villar; https://orcid.org/0000-0003-2405-0320; http://lattes.cnpq.br/8408494362639642
    The current teacher's challenge to presenting students with science through situations that make sense to them may involves actions that depend on the reality of the school and its sensitivity to the needs of students, to take advantage of their previous concepts and adding them to the experience and the experience inside and outside the classroom. The use of non-formal educational spaces is an alternative to instigate the interest of students and to activate sensitivity for Science. In this perspective, this work explored the pedagogical potential of a pond and its surroundings, located in front of a state public school in the city of Eunápolis, Bahia, for the teaching of biology. The activities were carried out from the stimulus to observation, from the verification of which contents of biology can be worked in the environment in question and from the accomplishment of didactic activities, planned together with the students, thus making them protagonists in the construction of their knowledge. The research in question, which had a qualitative approach with characterization of a case study, was carried out taking advantage of the time and contents that are part of the annual planning of the biology discipline, during which students had an expository class in the classroom, followed by field lecture, research, photographic record and collection of samples around the pond for later exposure. From questionnaires, the students were able to participate in the construction of the study and point out their vision regarding the use of space as an extension of the classroom for teaching biology. Based on the results of the questionnaires, it was possible to notice the participants' change of gaze in relation to the pond in front of the school and how the use of space outside the classroom is efficient in facilitating teaching-learning. This work allowed the elaboration of six products: wildlife album and lagoon’s flora showcase and four didactic sequences, which, in addition to highlighting the meaning of the students' active participation, allow the dissemination of the practice, corroborating the relevance of the use of non-existent spaces, such as the Dinah Borges lagoon for teaching.
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    Desafio da imagem: uso da fotografia no processo de ensino-aprendizagem de botânica
    (Universidade Federal do Espírito Santo, 2019-06-14) Silva, Vanessa Thomazini da; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/0000-0002-1890-7802; http://lattes.cnpq.br/7468717707061157; Oliveira, Denise Maria Trombert de; https://orcid.org/; http://lattes.cnpq.br/4190300140322728; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235
    In the modern context, most people who go through basic education see Botany as an arid, boring and out of the modern context school subject. Although plants surround and cater for us all the time, they are hardly seen, identified or exemplified as living beings. Taking into account that image is prior to other signs in the construction of ideas, being itself one of the first channels of perception of the human being, in addition to technological progress and the growth of social networks increasingly expanding the role of photography in society, we question the utility of this resource for teaching plant biology. Against that background, the aim of the present research was to develop a didactic sequence that promotes the study of Botany through the use of photographic language, carrying out the construction of a notebook to guide its application/use in High School. The study was conducted by means of research-action in a school located in a municipality of the state of Espírito Santo reaching two classes of third year of a three-year high school and covering 61 students; the data were obtained through photographic records, diaries of observations and dialogue with participants, and the information collected was checked by analysis in a qualitative approach. Upon the methodological procedures explained, considering the theoretical assumptions and by means of the execution of the didactic sequence, it was possible to demonstrate the great potential of the use of photography for the teaching of Botany and, furthermore, it could be used in other areas as well. We also highlight that the photographic image can be itself a source of learning, and could be used as a tool of research by evoking previous knowledge and even as exercise of evaluation. We perceived that the conception of photographic language can sharpen the students’ and also teachers’ perspectives on several topics, both when promptly received, or when its creation is demanded, supporting the student’s lead role in the process of consolidating a certain knowledge, making way to new ones or even can be used in evaluative processes.
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    Desvendando os vírus: uma sequência didática investigativa utilizando TIC’s como recurso pedagógico
    (Universidade Federal do Espírito Santo, 2022-07-14) Lievore, João Paulo Rolin; Furieri, Karina Schmidt; http://lattes.cnpq.br/7741080213355929; Barata, Diogina; http://lattes.cnpq.br/2173274073008235; Dutra, Silvia Leitão
    It is currently indisputable that technological advances are increasingly present in our daily lives and in the face of the COVID-19 pandemic we have entered a "new normal" in the teaching process, transforming the school environment, enabling new scenarios for learning. Using methodologies that arouse the interest of students’ interest and support the teacher's practice can contribute to this process. In that regard, the present work intended to develop an investigative didactic sequence on the topic of viruses, using Information and Communication Technologies (TICs), to support in the teaching and learning process in Biology. Thirty-two biology teachers from the state of Espírito Santo and 112 high school students from the state school of Colatina-ES city took part in this research in the years 2021 and 2022. To obtain the data, questionnaires were performed, using Google Forms and a conversation circle through Google Meet, a mixed approach (with quantitative and qualitative elements) that were important for the elaboration of the Investigative Didactic Sequence (IDS). The results showed that the use of the application and the website contributed positively so that most students were able to expand the concepts related to viruses, which are used to be associated with diseases and epidemics. From an investigative approach, it was possible to perceive a greater participation of students in the process, elaborating hypotheses, analyzing, discussing, making connections between previous knowledge and new discoveries and positioning themselves in the face of new knowledge.
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    MISTÉRIO NO ECOSSISTEMA: O USO DE SEQUÊNCIAS INVESTIGATIVAS NO ENSINO DE ECOLOGIA
    (Universidade Federal do Espírito Santo, 2022-08-15) Lempke, Tamiris Kreitlow; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235; https://orcid.org/0000000155703860; http://lattes.cnpq.br/; Amado, Manuella Villar; https://orcid.org/; http://lattes.cnpq.br/; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381
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    POTENCIALIDADES DO PARQUE ESTADUAL DE ITAÚNAS NO PLANEJAMENTO DE SEQUÊNCIAS DIDÁTICAS INVESTIGATIVAS PARA O ENSINO DE BIOLOGIA
    (Universidade Federal do Espírito Santo, 2020-12-14) Pereira, Joene Alves; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Renato de; https://orcid.org/; http://lattes.cnpq.br/; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235
    Biology teaching is related to formal and non-formal education spaces, so it promotes the insertion of practices that use teaching by investigation, WHERE the student has effective protagonism. These educative spaces are relevants in the learning of sever
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    QUEM GERA O TEMA GERADOR?
    (Universidade Federal do Espírito Santo, 2020-10-30) Arnholz, Erineti; Muscardi, Dalana Campos; https://orcid.org/; http://lattes.cnpq.br/7585552685515553; https://orcid.org/; http://lattes.cnpq.br/; Jesus, Janinha Gerke de; https://orcid.org/; http://lattes.cnpq.br/4245026471647635; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235
    This work raises through a concern about the methods in the dissemination of scientific knowledge in the school environment, based on understanding of the proposed subjects need to be approached in the context of the classroom to motivate the teachers to
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    Sala de aula como recurso no processo de ensino e aprendizagem da disciplina de biologia
    (Universidade Federal do Espírito Santo, 2019-11-18) Ucelli, Leonardo; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235; https://orcid.org/0000-0001-6041-5660; http://lattes.cnpq.br/4082949655766843; Cardoso, Katia Aparecida Kern; https://orcid.org/0000-0001-7977-5885; http://lattes.cnpq.br/5194854548349342; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381
    With the increasing use of technological resources by young people, a virtual classroom can be an incentive for learners to have a greater interest in taught content. We used to do this work the Google application, Google Classroom, to create virtual classrooms. Initially, students were offered some content previously addressed in the classroom for further study. Subsequently, the contents were made available before being approached in the classroom, which allowed students the possibility of building autonomy in their learning and experimenting with the inverted room methodology. The topics used for these activities were human reproduction, Mendelian genetics, blood group genetics, and the Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR), the acronym used to represent the process of editing DNA. Different types of media were used in virtual classrooms, such as texts, images, animations, concept maps and video lessons, all available for free on websites such as Youtube, Biology blogs and Education Portals. In the second stage of the activity, students had the opportunity to create their own material for posting. Several videos, where they covered topics related to sexuality, were made available in the classroom or published on Youtube. Another activity with student protagonism was the creation of concept maps, which were made entirely by the students and posted in the application for sharing. For the analysis of the activity, a pre-test was applied, in the form of a questionnaire that sought initial information about the participating public, and at the end of the work, a post-test, to make quantitative and qualitative surveys about the students' perceptions of the media and the methodology used that most pleased the students. Based on the results presented, it was possible to observe that in the students' perception, the media and the methodology that most favored their learning were the video lessons and the content available before the class. This work provided students with knowledge of different learning methodologies, in which content was available before and after class, with an Flipped Classroom experience, and the results showed that they are interested in activities that promote their learning autonomy in the teaching and learning process.