Mestrado Profissional em Ensino de Biologia em Rede Nacional

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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Assunto "Biologia celular"

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    Desenrolando o conhecimento: stop motion como recurso para trabalhar a dinâmica da molécula de DNA
    (Universidade Federal do Espírito Santo, 2025-05-26) Santos, Ariane Borges dos; Mancini, Karina Carvalho; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0009-0003-5968-6115; http://lattes.cnpq.br/2590297298338911; Aoyama, Elisa Mitsuko; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; Freitas, Joana Lúcia Alexandre de; https://orcid.org/0000-0002-1547-1505; http://lattes.cnpq.br/6084892932792870
    The field of Cell Biology has encountered significant challenges in both teaching and learning processes, stemming from students’ difficulties in grasping complex content and from limitations in infrastructure and equipment. The subject matter comprises abstract biological concepts of microscopic scale, often assessed through rote memorization. Understanding dynamic cellular processes exclusively through textbooks proves to be inadequate, as these processes require visual comprehension of movements involving structures invisible to the naked eye. In this context, videos present themselves as viable alternatives to enhance the assimilation of such processes. Thus, the objective of this study was to develop and evaluate the potential of four educational videos produced using the stop motion technique, portraying key aspects related to the DNA molecule, along with a didactic sequence comprising guidelines for video implementation and suggestions for complementary activities. The videos, created using modeling clay, address the structure, compaction, replication, and transcription of DNA. The stop motion technique renders the videos effective in capturing students’ attention, optimizing instructional time, enabling the creation of resources tailored to specific audiences, and fostering creativity and collaborative work. These qualities offer substantial benefits to the teaching of Cell Biology by facilitating the understanding of abstract concepts associated with DNA. The proposed activities within the didactic sequence are grounded in active learning methodologies, promoting not only a deeper engagement with the content but also the development of creative, collaborative, and technological competencies. Furthermore, they encourage students’ autonomy and enable them to recognize the interconnectedness inherent in all stages of the DNA’s dynamic biological processes.
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    Explorando a diversidade celular : guia ilustrado digital para o ensino de células e tecidos
    (Universidade Federal do Espírito Santo, 2024-04-03) Dias, Carolina Gonçalves; Mancini, Karina Carvalho ; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0000-0002-3207-8641; http://lattes.cnpq.br/9505727436974042; Cañete, Carolina Lomando; https://orcid.org/0000-0002-3868-3703; http://lattes.cnpq.br/4443575779106615; Ferreira, Adelina Aparecida Francisca; https://orcid.org/0000-0002-7999-4946; http://lattes.cnpq.br/2179940182647248
    Cells possess great morphological and functional diversity, resulting in specialized cell types that form the histological tissues of the human body. The teaching and learning process regarding the contents involving cells and tissues have always been considered complex due to their microscopic nature, abstraction, structural deficiencies in public basic education schools, difficulty in finding suitable supporting material, and lack of detailed connections between specialized cells and tissues. For the reasons mentioned, this Master's Thesis aimed to construct a digital guide called "Exploring Cellular Diversity: A Knowledge and Activities Guide," as an educational product, in order to contribute to the integrated teaching of cellular and tissue biology in high school, targeted towards students and teachers. The Illustrated Digital Guide consists of 131 pages and is organized into sections that provide a review of cells, illustrations, and information on 14 specialized cell types along with activity suggestions. For each of the specialized cell types, the Guide presents the morphological and functional description, location in histological tissues, and interesting facts. The following specialized cells were addressed: neuron, red blood cell, adipocyte, myocyte, enterocyte, fibroblast, goblet cell, melanocyte, macrophage, lymphocyte, mast cell, osteoclast, spermatozoon, and oocyte. The Guide also includes a section with suggestions for 06 activities aimed at high school, placing the student as the protagonist of their learning process, incorporating investigative teaching, playfulness, and collaborative work as central elements. The educational product is an innovative production for the teaching of cells and tissues, combining original illustrations of specialized cells, descriptions, micrographs, and classroom activities