Mestrado Profissional em Ensino de Biologia em Rede Nacional
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- ItemPlay plants : manual de jogos de botânica para o ensino médio(Universidade Federal do Espírito Santo, 2025-04-29) Schram, Fernanda Raquel Bulian Gasparini; Aoyama, Elisa Mitsuko ; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/0000-0002-0301-0680; http://lattes.cnpq.br/3033363372731071; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929; Souza, Diego Nathan do Nascimento; https://orcid.org/0000-0002-6020-1248; http://lattes.cnpq.br/5514803741124706Plants play fundamental roles in many aspects of life on Earth, providing a variety of benefits that are essential for ecological balance, human health, and the global economy. Plants are present throughout the school curriculum, and are protagonists in science education and in students' daily lives. However, even with daily contact, research reports difficulties in the process of teaching and learning botany. By studying the diversity, physiology, reproduction, and other aspects of plants, it is possible to enrich biology education and promote a full biological education. Given the importance of plants and the challenges presented, this work was developed based on the following problematization: "How can we make teaching botany to high school students more attractive and meaningful?" and aimed to create a manual of botany games to make classes more motivating and fun. The manual consists of eight games, was developed based on high school curriculum guidelines, and addresses different topics in botany. Each proposed game presents the objectives, key questions, support text, and instructions for players in order to ensure a complete, interactive, and fun learning experience. Games are presented as a teaching strategy that involves planning, established rules and also proves to be a facilitator for the development of various skills, in addition to being a playful resource that facilitates the learning of Botany
- ItemEnsino de virologia para autistas : estratégias cativantes para o aprendizado(Universidade Federal do Espírito Santo, 2025-03-27) Peruch, Gisely Mattos; Gradella, Débora Barreto Teresa ; https://orcid.org/0000-0003-1512-675X; http://lattes.cnpq.br/8752877408344935; https://orcid.org/0009-0003-3242-4473; http://lattes.cnpq.br/5658993508078748; Souza, Marco Antônio Andrade de ; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485; Ono, Lucy ; https://orcid.org/0000-0002-6911-7261; http://lattes.cnpq.br/1404498050223194In the context of microbiology education, there is a notable difficulty in addressing concepts about viruses in basic education, particularly due to the abstract nature of the content and the limited availability of accessible and interactive teaching resources. This gap in the teaching learning process can hinder the understanding of viral cycles and their biological implications, making the development of innovative didactic strategies essential to promote meaningful and inclusive assimilation of this knowledge. In response to this challenge, this study presents the development and analysis of a didactic sequence on virology, specifically designed for high school students with Autism Spectrum Disorder (ASD), aiming to foster significant and inclusive learning. The didactic sequence was structured with an investigative approach, encouraging curiosity and student engagement, and is divided into progressive and interactive stages. The activities include the use of comic strips to introduce the theme of virology, modeling viral structures with clay to facilitate concrete visualization of viruses, assembling reproductive cycles on a felt board to enhance understanding of biological processes, and a virtual question-and-answer game that consolidates learning in a playful and accessible way. Considering the specific learning needs of students with ASD, the project explored the use of visual, tactile, and digital resources, which aid in comprehending abstract content and encourage the development of cognitive and social skills. The study reinforces the importance of inclusive methodologies in science education, demonstrating that pedagogical adaptations not only facilitate learning for students with special needs but also empower them to understand relevant public health issues and develop informed and critical citizenship. Thus, this didactic sequence contributes to the field of inclusive and scientific education, offering an applicable and adaptable model for teaching complex topics to diverse student profiles
- ItemDesafios e potencialidades da construção de um tema gerador para o ensino de ecologia em uma escola urbana(Universidade Federal do Espírito Santo, 2025-03-27) Pereira, Maria da Conceição Alves; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0009-0001-4149-3476; http://lattes.cnpq.br/8545459413312622; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; Barrella, Tatiana Pires; https://orcid.org/0000-0001-8061-4341; http://lattes.cnpq.br/9138274506570489The Freirean Thematic Approach (ATF) has been indicated as a teaching practice that allows working on the curriculum in a democratic and inclusive way, as provided for in the BNCC. Thus, the curricular structuring through ATF allows for the highlighting of significant situations for students, as these are problems that make up their universe. The proposal of this work consisted of the construction of a Generator Theme (TG) in an urban school, having as ATF the teaching of Ecology contextualized with local environmental problems. In this way, local problems were identified and addressed, through in-depth discussions, contributing to a better understanding of a theme to be generated from an ATF. The methodological procedures developed here, through qualitative, exploratory and educational development research, were based on the development of an ATF, using the systematization of the five moments developed by Delizoicov (1991). The data were systematized in the form of an investigative didactic sequence, developed in a procedural manner to construct the TG. The development of this work made it possible to relate school content with the students' experiences and to break down the barriers of curricular tradition through innovation in pedagogical practices. In the context of this research, the awakening of reality and the awareness of conflicting situations probably provoked in the students the desire to change the observed scenarios, from the moment in which they made a critical reflection on their experiences, an action that is the basis for social transformation. This can represent an excellent start for changing attitudes and consequently improving socio-environmental conditions, even in the future
- ItemA etnobotânica como elemento de valorização da cultura local no ensino de biologia(Universidade Federal do Espírito Santo, 2025-03-28) Alencar, Antônio Eugenio Sousa; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; https://orcid.org/0000-0003-2640-1665; http://lattes.cnpq.br/1011418519312737; Agrizzi, Ana Paula ; https://orcid.org/0000-0002-1983-4078; http://lattes.cnpq.br/3424195023254886; Almeida, Renato de; https://orcid.org/0000-0002-1242-3495; http://lattes.cnpq.br/4634993957243950The socio-environmental problem, in addition to impacting the physical environment, has direct consequences on the preservation and appreciation of knowledge and elements that characterize the cultural richness of local communities. In this sense, this work aims to test and validate sequential activities involving ethnobotany from the perspective of contributing to the teaching of biology by valuing knowledge about plants characteristic of the social group of the indigenous village of Caieiras Velha. The methodology is configured as an investigative teaching approach, of a qualitative nature, through participatory research of an analytical nature. Data production considers the application of a specific form and creation of an ethnobotanical guide, as part of the educational product of the research, with suggestions for activities aimed at teaching botany. We conclude that the use of plants is a reality in the sociocultural context of the Caieiras Velha community, seen as an element that gives meaning to ethnic manifestations and interpersonal relationships between residents, especially when it comes to medicinal use
- ItemA conexão universidade-escola para a promoção do ensino de ecologia e da ciência cidadã(Universidade Federal do Espírito Santo, 2025-03-20) Jabour, Fabrício Moraes; Corte, Viviana Borges ; https://orcid.org/0000-0002-5488-6578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0009-0003-8825-7248; http://lattes.cnpq.br/1887572599718270; Aoyama, Elisa Mitsuko ; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; Santos, Camila Reis dos ; https://orcid.org/0009-0008-4094-5283; http://lattes.cnpq.br/9397038485923046The banking model of education, still prevalent in Brazil, combined with the lack of meaning attributed to schooling, given its difficulty in relating content to everyday life, leads to a lack of interest among students, specifically in the natural sciences, especially ecology. Despite being a recurring theme, it is difficult to understand and associate it with reality, making it difficult to train critical citizens who are aware of the need to preserve natural resources. In the wake of the educational disinterest, there is also an impact on entry to higher education, motivated mainly by the distance from the university reality, as well as misinformation about access and permanence. So, in an effort to help mitigate these issues, this study set out to create a teaching guide, for teacher planning, to use in order to promote the teaching of ecology, associated with the practice of citizen science, through field classes in the non-formal spaces of the Goiabeiras of UFES campus and contact with the public university. The teaching guide, “Ecologia Cidadã: Guia dos Espaços Não Formais da UFES para o Ensino de Ecologia e Ciência Cidadã” (Citizen Ecology: Guide to UFES' Non-Formal Spaces for Teaching Ecology and Citizen Science), is based on the curriculum guidelines of the state of Espírito Santo, mainly addressing the planning of the field lesson, the presentation of the campus, the itinerary of the visitation areas, detailing the ecological resources available and their connection with the related content, the practice of citizen science and the suggestion of other spaces to be visited in association, in addition to having various linked materials, such as a data collection script and checklists, aimed at helping to promote the proposed practices. Using peer review, the educational resource was validated by eight biology teachers, who recognized its potential to stimulate the teaching of ecology and students' interest in UFES, attesting to it as a facilitator for teachers planning field classes, in order to help overcome bureaucratic impediments, the main reason given for the low adoption of the methodology in everyday school life