Mestrado Profissional em Ensino de Biologia em Rede Nacional
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- ItemA 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.
- ItemÀ 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
- ItemDerrubando 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
- ItemPromovendo a alfabetização científica, a interdisciplinaridade e o protagonismo estudantil no ensino médio por meio da bioquímica em um livro interativo digital(Universidade Federal do Espírito Santo, 2024-03-27) Dazzi, Bruna Jejesky; Mancini, Karina Carvalho ; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; Gonçalves, Paola Rocha ; https://orcid.org/0000-0001-5760-4938; http://lattes.cnpq.br/1241885466744185; https://orcid.org/0000-0001-5119-5029; http://lattes.cnpq.br/0128841427504925; Souza, Marco Antônio Andrade de; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485; Vieira, Rafael Pinto ; https://orcid.org/0000-0003-3176-1681; http://lattes.cnpq.br/2300064372165096Biochemistry is an interdisciplinary science that combines at least two major areas of scientific knowledge: Biology and Chemistry. Teaching Biochemistry in high school is challenging for both teachers and students, requiring the use of different methodological approaches. This includes, for example, interdisciplinary experiments with the encouragement of investigative strategies, contributing to facilitate the teaching-learning process of students. In this sense, this Master’s Thesis (TCM) presents a Digital Interactive Book (DIB), “The scientist girl in: the cell and the biomolecules - a digital book for the teaching of biochemistry by investigation”. It tells the story of a girl named Ana who collects mysterious particles in her backyard, generated by an explosion, and identifies them with the help of her teacher. Fourteen experiments are developed over fifteen chapters, presented in experimental investigative scripts that work with Biochemistry content in an interactive and interdisciplinary way. The material was designed to be used by Biology and Chemistry teachers with high school students and can be easily adapted for science teachers to use in elementary school. The tool has the potential to develop interdisciplinary teaching through Biochemistry, based on the proposition of hypotheses and the use of Experimental Investigative Scripts. In addition, the TCM presents to teachers a model of an elective discipline entitled “Scientific Literacy” placed in an Instruction Guide as a Supplement to the DIB, with a suggestion of using the scripts in a sequential and structured way. Also, the product pays tribute to pioneering women scientists in Brazil through the characters that refer to their surnames, reinforcing the important female presence in science. Finally, the didactic resource of this TCM aims at the construction and understanding of scientific thinking by developing scientific literacy, interacting Chemistry and Biology through Biochemistry, placing students of different levels as protagonists in the teaching-learning process
- ItemAtividades 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/6141634183456644The 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.