Dissertações/Teses

2022
Dissertações
1
  • VALERIA FERREIRA DE AGUIAR
  • INVESTIGATIVE TEACHING SEQUENCES ON BIOLOGICAL EVOLUTION

  • Orientador : ALESSANDRA REGINA BUTNARIU
  • Data: 29/04/2022


  • Mostrar Abstract
  • The theory of evolution, through natural selection, contributes to the understanding of the history of living beings and the mechanisms by which the environment acts in their evolutionary process. Currently, the contents of evolution are seen as the door to a proper understanding of the diversification of living beings and their relationship with the environment. Therefore, the teaching of evolutionary biology is an essential curricular component in schools, but it is not always addressed, or when addressed, it is not fully understood. Taking these assumptions into account, the need to make the teaching of biological evolution a more interactive and thought-provoking process is considerable, so that in fact the information worked in the classroom is understood in a more lasting way by the students. Therefore, this work proposes didactic sequences with an investigative approach, arranged in a paradidactic book, aiming at the teaching of biological evolution in high school. The study is characterized by being of a qualitative nature, which allows subjectivity to work on cultural, economic, historical and educational issues, in which the subjects express their opinion on a given topic. It was developed in two stages: The first with the application of pre and post-intervention questionnaires and an intervention between these, to resolve doubts about the subject. The second stage consisted of a paradidactic book containing didactic sequences with an investigative approach, aiming to help other teachers in the area. The sequences were applied to the participants, aiming at their improvement, after the application. In the first stage, it was already possible to see progress in relation to the knowledge explained by the students, during the intervention and in the post-intervention questionnaire, when compared to the first questionnaire applied. In the second stage, despite the difficulties presented, to develop the didactic sequences, the participants showed interest and commitment to solve the problem situations presented.

2
  • AUBLEY PRISCILA ZERI DE MACEDO
  • Programming Biology Teaching

  • Orientador : ADLEY BERGSON GONCALVES DE ABREU
  • Data: 02/06/2022


  • Mostrar Abstract
  • The human being is the construction of his social, cultural and biological experiences. We know that playfulness is considered a guiding principle of pedagogical activities, as it allows the interaction of the individual with the environment in which he lives. In this way, as in Full-time High School students have an extended workload and diversified disciplines that allow a better appropriation of the contents, this work aims to insert the use of technology in the Biology study program of students, connecting the world as a source of development and improvement of your skills, whether to eradicate doubts and difficulties, or to deepen your knowledge in Biology. From the problem “How can I develop my skills with the use of digital technologies?”, the high school students of the State School “São José do Rio Claro”, through a didactic sequence, built games, mental maps, videos and contents involving the concepts of Biology, based on the difficulties they wanted to solve or better develop, creating a collection of digital studies and a free virtual “Biologia Lúdica” library. The students carried out individual and group activities, as a way of improving their competences on the subject in the face of the challenges of ENEM and entrance exams, participating in three stages: the first was a questionnaire with an investigative approach to entry; the second stage is the approach after analysis of stage 1, where students learned to use various information and communication technologies in Biology classes, to help improve their knowledge. Thus, the students chose a Biology content to elaborate the digital content with the technological platform of their choice to compose the library's collection; the third and last stage was a final evaluation questionnaire and collection of reports. After all this process, it was found that students learned by playing with technologies and that academic excellence in Biology was achieved, combined with the four pillars of education and the development of youth protagonism, allowing the assimilation of school contents in a dynamic way. and effective, in addition to making the virtual library “biologia ludica” available to the school community and to all people who have access to mobile networks and the Internet.

3
  • JULIANA SCHNEIDER MOREIRA
  • TEACHING ARTHROPODS - AN INVESTIGATIVE APPROACH FOR REMOTE AND PRESENTIAL MODALITY

  • Orientador : ALESSANDRA REGINA BUTNARIU
  • Data: 03/06/2022


  • Mostrar Abstract
  • Biology teaching is not an easy task, as most of the contents are abstract, with complex terms that are difficult to understand. For the contents to start to make sense, it is necessary that specific concepts and terms start to have a meaning for the student and, therefore, there is a better understanding, becoming relevant for the students. By promoting investigative activities, the teacher uses a more innovative didactic approach to teaching, where the student is not just a listener, but is the protagonist of his knowledge. In this sense, this work aims to create investigative teaching strategies for the development of arthropod content for first-year high school students, which can be applied both in remote and in-class teaching. These strategies include didactic sequences and games, which will serve as tools for investigative teaching, which can be used to foster research in the classroom and complement the students' learning process. This is expected to awaken investigative thinking in the student, through problem solving, providing an adequate environment for the construction of scientific knowledge, where they can reflect, question and interact to solve a problem-situation, and thus make the teaching of largest group of invertebrates, arthropods, more pleasurable and interesting. Diagnostic questionnaires will also be applied before and after the didactic interventions to verify the students' learning.

4
  • FRANCIELE CAROLINE DA SILVA
  • PERSONALIZATION OF TEACHING IN THE ANALYSIS OF INVESTIGATIVE TEACHING SEQUENCES
  • Orientador : ANDERSON FERNANDES DE MIRANDA
  • Data: 08/06/2022


  • Mostrar Abstract
  • This research will be developed in a State School of Tangará da Serra/MT, with 60 students from the 1st, 2nd and 3rd year of High School, aiming to know the contribution of investigative teaching in didactic sequences in student learning and aiming to improve teaching practice in Biology. The research will be qualitative exploratory, as it analyzes how investigative teaching contributes to student learning. The final product of the research will be a booklet of didactic teaching materials produced by students in the investigative approach, such as the analysis of Padlets and comic books using Canva. The relevance of the teaching and learning process of Biology in comparing traditional and investigative methodology is also discussed.

5
  • LARISSA JASLINE RODRIGUES PIRES
  • FOOD, NUTRITION & ENERGY OF LIVING BEINGS: A LUDICAL DIDACTIC SEQUENCE FOR THE TEACHING OF BIOLOGY
  • Orientador : ANDRE FRANCO CARDOSO
  • Data: 22/06/2022


  • Mostrar Abstract
  • This work contemplates the construction of a didactic sequence (SD), with emphasis on the teaching of biology with an investigative character, which aims to promote teaching and learning about bioenergetic molecules, emphasizing the importance of nutrition and healthy eating for first-year high school students. The application of the didactic sequences will be presented according to the content proposed as a form of intervention, which students will also be challenged to develop different products (panels, models, organization charts, etc.), learning outcomes portrayed through different languages such as experimentation, newspapers, comics, frames (video), among many other teaching tools. At the same time, it is intended to carry out the development and elaboration of podcasts (social media resource in audio format), as a product of the investigative role of students in the learning of the topics covered. This action aims to identify whether these teaching methodologies can contribute to the motivation of students and equally in learning and reviewing proposed content, especially if there are signs of changes caused by the methodology. In execution and a posteriori, we will use pre and post-tests through questionnaires with objective questions of multiple choices and essays, collecting data through quantitative and qualitative methods. It is hoped that the materials produced by the students along with the making of these SDs as a product of our work for the Teaching of Biology, can be made available in e-book format for downloads for other teaching educators in the area, and that this proposal will contribute to stimulate students directing a critical and reflective view through the construction of knowledge and development of skills as well as the autonomy of thought.

6
  • ALLAN VINICIUS JACOBI

  • DISSEMINATION OF VERMINOSES AND ZOONOSES BY DOMESTIC ANIMALS IN PUBLIC AREAS OF CAMPO NOVO DO PARECIS: AN RESEARCH TEACHING APPROACH

  • Orientador : ALESSANDRA REGINA BUTNARIU
  • Data: 07/07/2022


  • Mostrar Abstract
  • Enteric parasitoses and zoonoses are among the major public health diseases, affecting both adults and children. Since these morbidities are easily spread by domestic animals, they find their main sources of dissemination in public areas, where there is a great circulation of people. Observing The problem, we reported the practical educational development with an investigative teaching approach as the dissemination of zoonoses by domestic animals in public areas of Campo Novo do Parecis. The proposal includes a mixed methodology, with students from technical courses integrated to high school in IFMT, Campus Campo Novo do Parecis, where, through teaching by research, biology students conducted studies on zoonoses, collection of faeces from domestic animals for laboratory tests, interpretation and quantification of data, so that, in a review, these results are used in the development of teaching activities. The results found in the research will be used as didactic material in the classroom with the biology subject. The proposal attempts to develop affirmative action through teaching by investigation, using the research data as a scientific lesson, covering the formulation of the problem. Once the problem has been established, the students will have to make a hypothesis survey and carry out activities that will corroborate the veracity and formulation of a conclusion. The study aims to obtain data for an analysis of the dissemination of zoonoses and also to contemplate the methodology of teaching through research applied to the teaching of biology. The material available here presents an orientation didactic program with didactic sequences, which cover the themes of parasitology, zoology and health studies.

7
  • LUCIANE KARINA GORINI
  • PEDAGOGICAL PRACTICES: MAKING A DIGITAL BOOKLET WITH DIDACTIC GAMES, AS A TOOL IN EVOLUTION EDUCATION FOR HIGH SCHOOL
  • Orientador : DIVINA SUEIDE DE GODOI
  • Data: 08/07/2022


  • Mostrar Abstract
  • Throughout the transformations that have occurred in the teaching processes, much is discussed about pedagogical practices and so-called "traditional" methods. In this context, this project aims to seek methodological alternatives for the construction of a Digital Booklet, composed of didactic games, referring to the content of Evolution specifically the themes Natural Selection, Origin of life and Adaptation, which will become the final product requested for the completion of PROFBIO, with the objective of contextualizing the contents through investigative and playful methodologies promoting the teaching-learning process. The work will be carried out at the João Paulo I State School, in the municipality of Paranaíta during the day/full period by the Plena School Project, with the classes of the 3rd year of high school. Students will receive handouts with information, texts and activities in order to stimulate the construction of hypotheses and research on the topics involved in the production of the booklet. After the return of the face-to-face classes the students will start making the games. Through the didactic sequence, with investigative methodologies, such as bibliographic research, elaboration of hypotheses, construction of conceptual maps, referring to the theme evolution and subthemes involved, students will have access to information that will contribute to the preparation and practice of the games. It is expected that at the conclusion of the product the school will receive the booklet and share with other professionals from the other schools, since the goal is to build a solid material that helps in the fixation and assimilation of the contents and thus contribute to scientific literacy and acquisition of a more active and autonomous posture in the process of knowledge.

8
  • EBERSON DA SILVA SANTOS
  • MY RECIPE BOOK WITH PHYSIOLOGICAL PINTS: TEACHING SEQUENCE AS A TEACHING AND LEARNING STRATEGY OF THE PHYSIOLOGY OF THE DIGESTIVE SYSTEM
  • Orientador : CRISTIANE REGINA DO AMARAL DUARTE
  • Data: 12/07/2022


  • Mostrar Abstract
  • In order to contextualize the concepts related to the functioning of the digestive system, this work sought to develop a didactic sequence (DS) of investigative nature so that each student individually or teacher with the class could prepare a Recipe Book with Physiological Tweaks". The main idea of the DS was to use the foods consumed by the students and their favorite recipes to investigate and deepen the processes of digestion and absorption of these foods. The investigative DS was developed using different teaching resources, such as videos, food composition tables, texts, and also practical activities in the kitchen, among others. The DS was applied to a 3rd year high school class and allowed students to understand how food is transformed inside the digestive tract, as well as the digestion and absorption of nutrients in a contextualized way, using learning strategies that connected them to everyday life situations. At the end of the didactic sequence application, we were able to complete the Physiologic Recipes notebook for the 3rd year high school class. From the experience of the application of the DS, a booklet was elaborated for use by teachers, the students themselves, and health agents, since the booklet provides autonomy and protagonism to the student in the process of teaching and learning the physiology of the digestive system, and also promotes associations of the body's well-being with health. We consider that this work is relevant in the field of biology teaching, because the proposed methodological approach enables student autonomy and makes them protagonists in the learning process.

9
  • GRAZIELLE ELOISE SCHMIDT
  • DIDACTIC SEQUENCES IN THE TEACHING OF HUMAN PHYSIOLOGY WITH EMPHASIS ON OBESITY
  • Orientador : CRISTIANE REGINA DO AMARAL DUARTE
  • Data: 13/07/2022


  • Mostrar Abstract
  • The Didactic Sequence is a pedagogical tool that has been widely accepted because it is a didactic strategy that sharpens the student's investigative potential and scientific autonomy, valuing their learning through the appropriation of knowledge, valuing the experiences already lived. In this Master's Final Work, a booklet was prepared with two Didactic Sequences on the subject of Obesity and Human Physiology, with an investigative approach, establishing a relationship between science, society and health promotion, as an alternative way to facilitate the teaching and learning of students. of High School and also contribute as auxiliary material to teachers who seek new methodological strategies. The first proposed didactic sequence has as its starting point the search for scientific knowledge about the Physiological Basis of Obesity. In the second didactic sequence, the topic Obesity was approached through two of the main pathologies resulting from obesity: Hypertension and Type 2 Diabetes, with an understanding of the physiological concepts involved in these pathological conditions. In the two didactic sequences, intervention activities were proposed for adherence to healthy living practices for adolescents in order to prevent or even reduce obesity in the school and community environment. The booklet was prepared using the Canva platform, designed in A4 size and diagrammed to assist in the aesthetics and organization of texts and content, so that some concepts were also translated visually. Upon completion of this work, the booklet containing the SDs will be made available in PDF format (Portable Document Format) for download, in order to serve as pedagogical support for Biology teachers who wish to use the SDs in their classes. The production of more attractive and modern didactic material can be used as an option to stimulate the class when teaching certain contents, which are not always so attractive, because they are difficult to understand and are not aligned with the reality of students.

10
  • PATRÍCIA BARRETO MEDRADO
  • PRACTICAL/EXPERIMENTAL DIDACTIC SEQUENCE AS A PEDAGOGICAL TOOL FOR THE INVESTIGATIVE TEACHING OF BOTANICAL IN BIOLOGY
  • Orientador : CRISTIANE FERREIRA LOPES DE ARAUJO
  • Data: 14/07/2022


  • Mostrar Abstract
  • Researches reveal that the use of didactic sequences with investigative practices is a strategy of great relevance, as it leads to the improvement of teaching and learning, making classes more attractive and arousing greater student interest when seeking to solve problems in their daily lives. Therefore, this study aimed to investigate the understanding of Biology contents in the construction of knowledge of high school students through the application of the investigative didactic sequence with practical/experimental activity on the inorganic nutrition of plants, expanding beyond the classroom an experience of the contents in practice and also the analysis of its contribution to a change in the orientation of the student's actions when using the scientific method in the search for a solution to a problem, valuing the mistakes and successes, enabling questions and even reformulations during the Biology teaching process. A qualitative exploratory research approach was used and data were produced through the application of pre- and post-test questionnaires applied to 25 students in the 3rd year of high school at the Wilson de Almeida-Nova Olímpia-MT state school. For this, the theoretical foundation and the elaboration of the didactic sequence with practice/experimental were done according to the investigative bias: Observation and initial questioning: students were encouraged to observe and engage in carrying out the activity with the theme of inorganic nutrition of plants, through the presentation of a narrative followed by a problematizing question. Knowledge organization: through the pre-test questionnaire, students presented initial hypotheses about the topic addressed based on what they remembered and which will be proven or not. By analyzing student responses to the question "What do you understand about inorganic plant nutrition?" it was noticed that there is a deficit in knowledge about inorganic plant nutrition, as 72% said they do not know/do not remember what inorganic plant nutrition is. They engaged in carrying out the practice/experimental seeking an answer to the initial problematization. Application of knowledge: the conclusions after observation of the experiment were systematized and annotated, and the newly acquired knowledge allowed the understanding, analysis, interpretation, formulation and reformulation of concepts generated by the students in response to initial problematization and later the socialization of these acquired concepts will occur. As a final result of this research, it is expected that students in the 3rd year of high school reach an effective understanding and improvement of the concepts on the subject addressed in the investigative didactic sequence. As a final product, a manual is being produced containing examples of didactic sequences with investigative practices/experimentals for the teaching of Biology, which will be a methodological tool that can be used in the pedagogical practices of teachers in the area of Natural Sciences in schools.

11
  • ELIS REGINA DOS REIS ZOCCHE
  • Investigative Gamified Didactic Sequence as a pedagogical strategy for teaching Microbiology

  • Orientador : HILTON MARCELO DE LIMA SOUZA
  • Data: 12/08/2022


  • Mostrar Abstract
  • The teaching of Microbiology in Basic Education has been challenging, both due to the lack of laboratory equipment and the mystification that all microorganisms cause diseases. Faced with the need for new teaching approaches, this work presents the construction, application and validation of an Investigative Gamified Didactic Sequence (SDGI), specifically focused on the benefits provided by bacteria and fungi. For data collection regarding the acquisition of knowledge and validation of the didactic sequence, the students had their previous knowledge investigated and then participated in the steps of the didactic sequence. After the application of the SDGI classes, the students answered a questionnaire elaborated with the ARCS methodology, used to evaluate the criteria of games used in the didactic sequence. The results were interpreted using the categorization of the knowledge developed during the proposed activities, and showed that despite the low participation during the period of remote classes, frequent students had a change in their initial conceptions and began to recognize microorganisms as important beings for their daily lives, in addition, the use of game elements enabled greater dynamism and motivated students to develop the proposed activities. Based on the experience of applying and validating this didactic sequence, a free online course was developed that will be made available in the Virtual Learning Environment of the Management and Distance Education Board (DEAD/UNEMAT) to guide teachers and undergraduate students in the elaboration of SDGIs 

12
  • LUCINEIA MARQUES DE ARRUDA
  • AN ADVENTURE ON EVEREST: INVESTIGATIVE AND INTERACTIVE TEACHING SEQUENCE ON THE PHYSIOLOGY OF THE RESPIRATORY SYSTEM

  • Orientador : CRISTIANE REGINA DO AMARAL DUARTE
  • Data: 18/08/2022


  • Mostrar Abstract
  • The Physiology of the Respiratory System is complex and interdisciplinary, requiring teaching materials that motivate teachers and that involve the active participation of students in the construction and learning of new concepts. Thus, the objective of this TCM was to prepare as a final product an E-book containing an investigative and interactive didactic sequence (SD) on the theme Physiology of the Respiratory System. The didactic sequence was elaborated from a climb to Mount Everest involving the challenges of respiratory physiology at high altitudes and, with the search for problem solutions to survive the climb. At the end of the SD, students will prepare a comic book (HQ), as a proposed playful activity, about a climb to Mount Everest, with the characters and scenarios described by the author of the TCM so that the story to be told occurs with more reality, motivating students to solve climbing challenges. In addition, the HQ will involve other topics of interest, such as environmental pollution and the influence of anthropic actions in environments considered inhospitable. As a complement to learning about Physiology of the Respiratory System and adaptive aspects, a bonus step was added to understand the respiratory mechanisms used by amphibians in high altitude environments, in order to promote reflection on different respiratory strategies and how the same environmental challenge is faced. by different groups of organisms.

13
  • IVANILDA RIBEIRO DE SOUZA
  • TEACHING BIOLOGY FROM AN INVESTIGATIVE PERSPECTIVE AS A MEANS OF PROMOTING HEALTH IN THE SCHOOL COMMUNITY
  • Orientador : CRISTIANE FERREIRA LOPES DE ARAUJO
  • Data: 25/08/2022


  • Mostrar Abstract
  • Some authors, such as Paulo Freire and Ausubel, consider that the construction of heuristic autonomy is a key factor for quality education. Currently, although the educational phenomenon has an increasingly dynamic character, the teaching method in many educational environments still requires improvement, in which the teacher starts to act as a mediator and the student plays the protagonist role of their own learning, through of the investigative practice, that is, unraveling by itself the solutions of their doubts; a teaching whose autonomy starts with questioning, seeking, understanding and internalizing information and no longer consuming it ready-made. Based on this concept, the respective work aims to alert about the risks and raise awareness about the precautions regarding the continuity of in-person classes during a pandemic, an event that was able to completely transform the reality we were used to, in such a short time, forcing us to readapt our way of living and, mainly, to physically interact with others. The disease COVID 19 has been characterized as a dangerous pandemic, has been treated by specialists as an emergency situation in public health worldwide and requires careful containment measures to inhibit viral transmission. The work will have an investigative focus, in which a class from the Padre José de Anchieta State School, will investigate the risks of returning to face-to-face classes they can entail when using school spaces without adequate safety measures in accordance with scientific knowledge. The study site will be the Padre José de Anchieta school, located in the Center of the city of Lambarí D'Oeste, with a land area of 10,000 square meters and a built-up area of 2,300 square meters, serving around 450 elementary school students. , medium and EJA mode. Students will collect articles, researches, data and journals about the behavior of pandemic diseases, including COVID-19, whose analyzes should be correlated with the continuity of in-person classes and the main risks and precautions to be taken by the school community and location. For analysis, discussion and debate, the study will be in face-to-face mode, through digital platforms. At the end, the students themselves, together with the mediator, must produce an information booklet, containing proposed information about the viruses and measures of interventions for the problem-situation found during the research.

14
  • VALÉRIA DAIANE BONFANTE DOMINGOS
  •  APPROACH TO TEACHING BIOLOGY ABOUT ORGAN AND SYSTEMS THROUGH THE INVESTIGATIVE METHOD
  • Orientador : DIVINA SUEIDE DE GODOI
  • Data: 25/08/2022


  • Mostrar Abstract
  • The investigative methodology places the student as the protagonist while the teacher is the mediator of knowledge, that is, the student who will seek information, build thoughts, ask questions and reflect on the content. The objective is to verify if alternative methodologies facilitate learning in biology teaching, related to the digestive system, in high school.  In this work, a methodological alternative will be presented in order to facilitate the teaching-learning process of the 2nd year high school student, in biology with the digestive system theme.   The class contains 12 students, who will produce one PodCast per pair, using the Anchor App as an alternative teaching-learning methodology. Data analysis will be quantitative. So that the expected results are effective student learning. Thus, it will demonstrate that the use of the application facilitated the teaching-learning process.

15
  • AQUILA PEREIRA DA SILVA
  • THE USE OF DIDACTIC SEQUENCES IN BOTANICAL TEACHING IN ACCORDANCE WITH THE USE OF CONCEPTUAL MAPS AS A TEACHING-LEARNING STRATEGY IN HIGH SCHOOL

  • Orientador : ROGERIO BENEDITO DA SILVA ANEZ
  • Data: 29/08/2022


  • Mostrar Abstract
  • In Biology, the contents that have been worked are very conceptual and quite abstract. The use of traditional classes does not seem to satisfy students anymore and interferes in the process of building their knowledge in a transformative way. Thus, the use of didactic sequences meets the need to make the teaching-learning process more exciting, inclusive and allusive. The use of these practices in the teaching of botany correlates theoretical knowledge with the environment around the students, helping them to realize that plants are essential organisms for the balance of the environment and survival of living beings, as well as being found in the most different environments, performing different functions. Thus, the present work aims to cover didactic sequences about the contents of High School botany together with the use of concept maps. The work will be carried out in a public High School with four classes, two Second grade classes and two First grade classes, with a total of 120 students. In each class, previously organized methodologies will be used where students will be located within the context to be worked on as well as in the chosen theme. It will be observed how the students know and interact with the knowledge of botany and if they perceive plants as living and complex organisms, in what we call throughout the work “botanical blindness”. Applications will be made in the classroom of methodologies that contemplate teaching by investigation in line with the use of concept maps aimed at understanding botany contents

16
  • LUCIENE ANDRETTI OLYNTHO
  • Research education on the use of microorganisms in agriculture

  • Orientador : HILTON MARCELO DE LIMA SOUZA
  • Data: 29/08/2022


  • Mostrar Abstract
  • Agriculture has been the main economic activity in the state of Mato Grosso. Therefore, many of our high school students develop an interest for professional performance in the agrarian area. A pillar of basic education is the preparation of students for the world of work and it is observed that, in the school environment, the relationship between agriculture, nature and society is not studied in a contextualized and applicable way to the students' lives, especially regarding the importance of microorganisms for the development of a sustainable agriculture. Given this context, the objective of this research was to demonstrate the importance and benefits of microorganisms in agriculture through investigative didactic strategies for high school students, as well as to investigate the perception of these students regarding the importance of microorganisms in agriculture, and to develop and validate a didactic booklet for basic education professionals. The didactic sequences were applied and validated with 1st year high school students from a public school, and the research proceeded through five stages: application of a questionnaire of students' previous knowledge, elaboration and application of investigative didactic strategies focused on microbiology in agriculture, application of a questionnaire for learning evaluation and, finally, the construction of a didactic orientative booklet. This study was based on providing enhancements to the educational process through the elaboration of the didactic booklet, promoting a more in-depth teaching about microorganisms and stimulating the interest of high school students in the development of sustainable and agroecological agriculture.

     

17
  • CLAUDEMIR CLÓVIS DE CAMPOS
  • USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES - TDICs FOR BOTANICAL TEACHING IN THE DIVERSITY OF YOUTH AND ADULT EDUCATION

  • Orientador : ROGERIO BENEDITO DA SILVA ANEZ
  • Data: 30/08/2022


  • Mostrar Abstract
  • Investigative teaching requires an awakening of curiosity about a certain subject, generating the elaboration of hypotheses, leading the individual to want to know more about the subject, allowing a range of investigated options to solve the initial curiosity. The use of TDICs in teaching botany to students of Youth and Adult Education - EJA will enhance the epistemic knowledge of students and the understanding of the human being as an integral part of ecosystems, presenting itself as a didactic resource for the meaningful learning of students. Through the use of TDICs, students were able to know and understand different concepts related to plant morphology, contributing to the study of objects of knowledge in botany, motivating curiosity, realizing the importance of each plant part, its morphology and function. The executed project proposed the production of an e-book containing Didactic Sequence - SD using TDICs to subsidize classes taught to high school students in the EJA modality. In order to facilitate the understanding of the objects of knowledge in botany, using the epistemic knowledge of students, favoring teaching by investigation. The work was developed with high school students - EJA. The activities favored constructivism where the student was the protagonist of their learning. The appreciation of previous conceptions enabled interactions between subjects and knowledge construction, where students shared information with a focus on traditional knowledge about vegetables, developing skills contemplated in the BNCC on Botany/Ecology and Environment.

18
  • Ednilson Rossetti Zoorer
  • ENVIRONMENTAL EDUCATION FOR CONSERVATION OF THE ICHTHYOFAUNA OF THE JURUENA RIVER WITH THE HIGH SCHOOL STUDENTS OF JURUENA-MT

  • Orientador : JOSUE RIBEIRO DA SILVA NUNES
  • Data: 30/08/2022


  • Mostrar Abstract
  • Environmental Education must be permanent, where society takes knowledge, values and ability to solve present and future environmental problems. However, most of the time, this cross-sectional theme is not always adopted by educators, who forget that the environment is an essential factor for the development of life and its quality. The present work has as its main objective to understand, evaluate and develop pedagogical practices focused on Environmental Education and on topics involving zoology (fish) and ecology in high school aiming at the conservation and species of ichthyofauna in the Juruena River of juruena/MT, thus the elaboration, development and application, will seek a new view of society on awareness,  conservation and preservation of the environment. The purpose of this research was to acquire through a bibliographic, exploratory and descriptive character, where they will be obtained through specific data in books, magazines and reliable materials, available on the Internet and obtain results regarding the importance of Environmental Education for the conservation of fauna and flora, with the focus of study expanding knowledge about environmental education and using this knowledge to improve future actions conserving Juruena River. Interviews will be conducted with the community, especially fishermen who use the river for subsistence fishing and also those who use commercial fishing.

2020
Dissertações
1
  • VIVIANE ASSUNCAO DA SILVA
  • BIRDS OF "LAGOA DA GARÇA" PARK: BIRD OBSERVATION AS SRTRATEGY FOR BIOLOFY TEACH 

  • Orientador : JOSUE RIBEIRO DA SILVA NUNES
  • Data: 30/09/2020


  • Mostrar Abstract
  • The contemporary school has suffered a great impact in the face of the transformations that have taken place in society, being imposed to seek new teaching proposals in order to overcome school failure. Thus, in an attempt to give meaning to the learning of biology and make it more effective, more and more has been invested in the use of non-formal public spaces, in order to take advantage of the curiosity and availability of students so that the consolidation of the teaching & learning process, combining theory and practice. In this way, this work has the objective to show the observation of birds in the park “Lagoa da Garça” in Juína - MT, as a valid tool for teaching biology. For this purpose, a survey of the bird species that frequent the 'Lagoa da Garça” park was carried out for one year and with this species listing, a didactic sequence was elaborated involving the performance of an interpretive trail, where students could be protagonists of the teaching- learning process. Before and after the execution of the didactic planning, the students answered questionnaires, called pre and post test, which helped to verify the validity of the didactic method used. Through the students' answers, it can be seen that the proposed activity allowed them to know more about the local bird species, observing the ecological importance of this class and the close relationship of the diversity of this group with the conservation status of the environment in which they live, providing opportunities for meditation on human attitudes that directly impact these animals. At the end, we opted for the construction of a book that could provide subsidies to teachers who want to introduce bird watching in their classes, supporting their plans and also, that had clear language and could be used directly by students who are interested in the subject.

2
  • FLAVIA ANDREIA FRACARO
  • THE USE OF AUTHORING SOFTWARE IN TEACHING THE CONTENT OF CYTOPLASMIC ORGANELLES

  • Orientador : ALEXANDRO CEZAR FALEIRO
  • Data: 14/10/2020


  • Mostrar Abstract
  • ABSTRACT

    Biology, as a curricular component of high school, encompasses important content for the development of skills that enable students to comprehend and value life in all its diversity. Cytology is cited as one of the contents of biology that encompasses complex and abstract concepts, which can hardly be visualized in a practical and concrete way in the classroom, resulting in a gap between what is taught and the student's meaningful learning. Considering the reality of many public schools, where materials and equipment for biology classes, more specifically, for teaching Cytology, are limited or scarce, and due to the importance of this theme for understanding life as a dynamic phenomenon, a didactic software called “Mundo das organelas” has been developed along with a didactic sequence that has an investigative approach  in order to contribute to a meaningful learning regarding the content of cytoplasmic organelles in high schools. The software “Mundo das organelas” was created by the Visual Class® software and is intended to teach content on cytoplasmic organelles in a ludic and attractive way. The product "Mundo das organelas" addresses, through various resources, the morphology and the function of cytoplasmic organelles, along with curiosities, mind maps, games, simulators and complementary material, where website suggestions, videos and reading materials are introduced. After the software was produced, it was evaluated by biology teachers. The research was qualitative and used semi-structured questionnaire as instrument of data collection. The data collected were qualitatively evaluated, considering the teachers' perceptions of the quality of the product presented. The software was considered to be very good (83% of respondents) regarding its use to teach biology and was pointed out as a resource that contributes a lot to the significant learning about cytoplasmic organelles (83%). The software produced was rated as excellent (42% of the responses) in several criteria, such as: its appearance, being an attractive resource for students, creating learning situations, and in relation to memorizing content. The software was considered by the interviewees as a product totally suitable for teaching Biology and pointed out as a resource that contributes a lot to the significant learning about cytoplasmic organelles (86%); was evaluated as excellent in several criteria, such as, its visual (36%), being an attractive resource for students (43%), creating learning situations (36%), as very good, in relation to memorizing content and fun and playfulness offered (50%) and good at acquiring new concepts (43%). The use of “Mundo das organelas” can be considered an innovation and can act as a tool for changes in the teaching process. When used with an approach based on active methodology, this software can result in more active and involved students in the classroom, besides promoting an effective learning of the content of cytoplasmic organelles.

3
  • ELISENE GONÇALA ROCHA
  • Intestinal Parasitoses: Educational approach to reduce infestations

  • Orientador : ALESSANDRA REGINA BUTNARIU
  • Data: 15/10/2020


  • Mostrar Abstract
  • Intestinal parasites are diseases caused by parasites from the group of nematodes, from flatworms, as well as protozoa, causing damage to public health in all regions of the world. These diseases are mainly linked to conditions of hygiene, basic sanitation and lack of treated water, which can interfere with school performance, causing damage to students. This work aims to stimulate health education, through educational actions that can modify the negative reality caused by parasitic agents, in students of the second year of high school, of a school in the interior of the State of Pará. A questionnaire was applied initial diagnosis to check the level of prior knowledge on the subject, after I taught the class, several actions were developed with the students, such as lectures, cleaning the school environment, building a didactic card game about parasitology, with the active participation of the students. students and, afterwards, the same initial questionnaire was applied in order to verify if there were changes in learning. There were two stages of parasitological examinations, one before the treatment of the infected and information on the prevention of parasites and the other with an interval of six months, after these actions. This study presented data in the first stage of examinations that proved the presence of parasitosis in more than 50% in the students surveyed, while in the second stage, this presence was reduced to less than 25%, proving that the treatment and the actions developed contributed to the reduction of infestations, for the sharing of information and, consequently, its adverse effects on teaching and learning. In this way, we achieve the expected result. because the development of lectures and cleaning conduct rules, the elaboration of the didactic game as a product and other actions carried out by the students themselves motivated them to learn and acquire personal and collective hygiene habits, transforming the reality of the school in terms of education and health.

4
  • JUCIMAR SILVA DOS REIS

  • BOTANICS IN HIGH SCHOOL: FROM STUDENTS 'CONCEPTIONS TO THE DEVELOPMENT OF GAMES AS TEACHING POSSIBILITIES

  • Orientador : ROGERIO BENEDITO DA SILVA ANEZ
  • Data: 20/10/2020


  • Mostrar Abstract
  • Plants are present in people’s daily lives, but even so, they go unnoticed in the view of most of them, a process that is called “plant blindness”. Among the various factors that may contribute to the lack of perception of the plant world, the issues related to pedagogical barriers in the teaching of Botany are situated as dimensions to be problematized. Investigations in the area of science education have pointed out that the teaching of botanical concepts in brazilian basic education presents a series of challenges and obstacles, of different orders and natures. In this context, the development of studies that propose to investigate the meanings of students in relation to the study of Botany is shown to be relevant, as such studies can foster the proposition and evaluation of methodologies, strategies and didactic resources that favor pedagogical practices that make the study of plants more attractive to students. The present study was inserted in this context and had, in general lines, the intention of analyzing the conceptions of 2nd year High School students about the study of Botany, in the perspective that their meanings serve as instruments for the proposition of didactic games for the teaching and learning process of botanical concepts in the classroom. Specifically, it was also intended: (i) to verify if the conceptions of 2nd year High School students about the study of Botany differ in relation to gender; (ii) systematically reviewing recent works (2009-2019) that discuss the teaching of Botany with the use of educational games; and (iii) develop two didactic games that facilitate the process of teaching and learning Botany that meet the students’ meanings. In order to meet the objectives outlined, the study, of a quanti-qualitative nature, took place in three stages, namely: (i) applying a questionnaire to a sample of 2nd year High School students from a public school in the west of Mato Grosso, Brazil, aiming to verify his conceptions about the study of Botany and to investigate if these meanings vary according to gender; (ii) conducting a systematic review in two databases in search of productions that discuss the teaching of Botany with the use of educational games; and, finally, (iii) elaboration of two didactic games that would meet the discussions of the literature and that function as attractive resources and facilitators of the learning of botanical concepts in the classroom

5
  • KARINA APARECIDA DA SILVA LIMA
  • INTERACTIVITY IN TEACHING BIOLOGY: USE OF DIGITAL MEDIA TO UNDERSTAND ECOLOGICAL RELATIONSHIPS
  • Orientador : NELSON ANTUNES DE MOURA
  • Data: 20/10/2020


  • Mostrar Abstract
  • In biology classes for high school, it is essential to review previous knowledge about ecology, analyzing its dynamics and structure, biotic and abiotic components, as well as the ecological relationships that occur in this environment as a way of establishing links in the construction of knowledge. It is increasingly evident the importance of the protagonism of the students, their criticism and performance in the most varied fields of knowledge for their integral development, with the teacher as a mediator in this process. This work aimed to analyze the teaching of ecological relations in the cerrado biome using traditional and constructivist methods, using digital technologies as tools for the learning process of high school students. The present study was developed in a State school, in the municipality of Lucas do Rio Verde - MT, located in the Midwest region of the state of Mato Grosso, with students from the second and third years of high school, in Biology classes. Starting from didactic expeditions and practical classes, we tried to combine creativity and interactivity in a more dynamic and pleasurable way in order to experience a more meaningful learning, through the photographic record, using telescopes attached to the cell phone camera, preparing a podcast, serving as a parameter and subsidy for teachers and students to rethink and experience methods and actions that favor the quality of teaching and learning. The results showed that the hypothesis survey, research, problematization and investigative teaching, in ecology, combined with the use of digital media, sharpen the interest of students and increase the argument about environmental problems and public policies, sustainable development, maintenance of biodiversity, systematizing concepts and information with a more critical and participatory bias.

6
  • VALDOMIRO DE JESUS GONCALVES
  • KNOWING THE CONCEPTION OF ENVIRONMENTAL EDUCATION OF HIGH SCHOOL STUDENTS FROM A SCHOOL OF JI-PARANÁ-RO AND THE PROPOSITION OF A FIELD GUIDE AS A DIDACTIC RESOURCE

  • Orientador : ROGERIO BENEDITO DA SILVA ANEZ
  • Data: 20/10/2020


  • Mostrar Abstract
  • This work aimed to understand the concept of environmental education of a high school student from a school in Ji-Paraná, RO, as well as the proposal to create a field guide for the use of ecological trails, as a didactic resource. The research was developed in the year 2019, where students from a class of first, another from second year and another from third year, after exposing the content of ecology, answered a questionnaire containing six questions about the environment. Then they were invited to participate in a class in the field, at the Parque Ecológico Municipal de Ji-Paraná, each class went on a Saturday to get to know the space and observe the nature and changes made by humans. After classes in the field, in the classroom they answered another questionnaire with six questions related to the environment, but different from the first questionnaire they had answered. Based on the responses of the two questionnaires, it was possible to analyze the concept of environmental education that students have and observe the degree of involvement of each in relation to the theme. After the analysis and the results obtained, a field guide was created for the use of ecological trails with the function of guiding people on the benefits of these environments and also guiding on the preservation and conservation of green areas in urban spaces, in addition to information on care that must be taken when using an ecological trail.

7
  • JULIANA JARDINI BRANDAO
  • USE OF THE QUIZ AS A PROPOSAL FOR A DIDACTIC RESOURCE IN TEACHING ABOUT MITOSIS

  • Orientador : ANDERSON FERNANDES DE MIRANDA
  • Data: 21/10/2020


  • Mostrar Abstract
  • The teaching of Mitosis in high school is seen as a complex content by students. In this sense, the use of Digital Information and Communication Technologies (DICTs) is a methodological modality that uses resources capable of bringing new approaches and understandings of the content by the students. Among the various technological resources applied for teaching, the Quiz is an interesting tool, because in addition to creating an interactive space, it is for reflection and for socialization of the proposed discussions and it can contribute to a meaningful learning process. Given these facts, this work had the general objective to assess and to instigate the potential of a Quiz on the Sunvote ARS PTT platform linked to Microsoft Power Point as a didactic resource in learning process about Mitosis through the application of two different methods in order to verify which one best helps the students’ teaching. Therefore, a didactic activity was proposed and done for 60 students of the first year of high school in two classes A and B of a state school in Tangará da Serra, using the traditional and technological method (Quiz) respectively. At the beginning, the Quiz was created through the above-mentioned platform, then the different methods were applied in the classes with a pre-test questionnaire about Mitosis. In addition, it was verified the effectiveness and acceptability of these methods through the posttest questionnaire and an interview with 8 students from each class. Thereafter, as a product was prepared a “Guidance Manual: Developing a Quiz with the using of DICTs in Education” about the using of this didactic resource in the present study. The data analysis about the assessment of learning and acceptance of the applied methods was a quali-quantitative nature through descriptive statistics, ANOVA and Teste T Student, and as a qualitative character the Bardin theory (2011) Content Analysis. It was also detected that class B after the application of technological resources significantly increased the average of correct answers, being statistically higher than the average of the class A scores after the traditional content presentation, at 1% probability by the Test. The DICTs, on the other hand, had an excellent acceptance level, 57,1%, with 21,4% referring to the traditional method, confirming that technology has a positive influence on the educational process, and during the Quiz Game it was possible to observe excessive students’ motivation, interactivity, commitment, attention and enthusiasm, those mentions were confirmed in both reports in the questionnaire and in the interview. Thus, it is valid for education professionals to adopt the Quiz as an alternative resource using DICTs, which has contributed to the educational system, making classes more attractive and dynamic, working as a smooth learning method and associating with other methodologies in order to enrich and enhance the teaching process.

8
  • SILVIA CANDIDA DE OLIVEIRA DILL
  • TECHNOLOGICAL QR CODE TOOL  IN TEACHING BIOLOGY

  • Orientador : ADLEY BERGSON GONCALVES DE ABREU
  • Data: 21/10/2020


  • Mostrar Abstract
  • High school is an important phase in anyone's life, it is during this period that we prepare for the future, for life. Thus, we ask ourselves about the quality of this teaching and learning. Several hypotheses arise for this teaching learning to be of quality, among them that there is the diversification of teaching methods used by teachers, providing student leadership. With this in mind, this research proposes a didactic sequence, which aims to use the technological resource QR Code as a teaching tool in the discipline of Biology for high school. We carried out the research with 2nd year high school students from a public school, in the discipline of Biology. First, we made a diagnosis, with a semi-open entry questionnaire, to observe the contents that the students had more difficulty, if they used technological tools in their theoretical and field classes. From the diagnosis, we used the data to start the work, being held a field class in the city lake, so that the students could observe and verify in practice the contents studied in class. At the lake, students were instructed to mark seven points of reference, using a sketch, in which they could recognize contents on ecology, botany, zoology, everything was recorded in a field notebook. Back in the school environment, students were instructed to follow a manual and use the link https://br.QR Code-generator.com/, for the elaboration of QR Codes, transcribing the data collected in the field into the codes. Then an exit questionnaire was applied to assess what was the students' perception after the activities. With the answers, we observed that the students liked to use the technological tool QR Code as a learning facilitator and that they managed to expand their knowledge on the topics covered, identifying the formal contents in practice and demonstrating greater motivation to learn.

9
  • FRANCIELLE DA SILVA MATEUS COSTA
  • USE OF MENTAL AND CONCEPTUAL MAPS AS A SIGNIFICANT LEARNING TOOL FOR TEACHING CYTOLOGY

  • Orientador : ANDERSON FERNANDES DE MIRANDA
  • Data: 22/10/2020


  • Mostrar Abstract
  • This research had for objective to understand the importance of the elaboration of conceptual maps and mental maps as a strategy to enhance the meaningful learning in the teaching of Biology, through the mental organization of information, aiming at the construction of knowledge in Cytology. The work involved the participation of two studies groups, one experimental and other control, composed by first year classes of High School in a state school in the city of Diamantino/MT. For the data collect, was applied a pre-test, to ascertain the previous student’s knowledge about the theme. The result in the pre-test enabled to select the group with less medium value as an experimental class, where it was applicate the intervention in the teaching that consists in a different class dynamic, showing how it is built a mental and conceptual map in the cytology content, while in the control group was performed the presentation of the same contents through the traditional method as a expository class. After this procedure, in both groups, it was applied again the same quiz and the average of the numbers of hits were compared through the T test to 0,05% of probability. The results showed that the experimental class obtained an average 33,9% higher than the control group and value of p= 0,000400 being p<0,05, rejecting the null hypothesis and reinforcing the initial hypothesis that the methodologies would present different results. This way, the conducted teaching according to the assumptions of the cognitive learning and mediated by the technic of mental and conceptual maps was significant to the teaching of Cytology. By the analysis of the mental and conceptual maps, perceive significant learning clues, because it was possible to identify elements that are standard to this inference as an organization, representation and systematization of the concepts. The product of this research is a manual of elaboration of mental and conceptual maps in the form of an e-book.

10
  • VALDINEI RAMOS DA SILVA
  • Urban Landscaping as a Tool for Teaching Botany

  • Orientador : EDENIR MARIA SERIGATTO
  • Data: 22/10/2020


  • Mostrar Abstract
  • The contents of Botany in high school are still taught in the form of theoretical and exhibition classes, in a teaching area with so many possibilities there is a need to seek strategies that allow the student to be the protagonist of their learning. This work aimed to present teaching strategies based on the investigative process using urban landscaping, as an instrument to lead students to perceive in the urban and local flora the morphological differences of stems, leaves and flowers of native species with landscape potential. As a product was elaborated a digital album with images of native species with potential for urban landscaping, the album will be available for everyone’s access, especially for school teachers. This work was carried out with two classes of the 2nd year of high school of the Boa Esperança State School of the municipality of Curvelândia. For development of the investigative process, questions were proposed problems that were answered by the students, a questionnaire with objective questions in two stages was also applied. For the collection of botanical material, field expeditions were carried out for study in the classroom and also to produce exsiccates of native species of the region, all this work was conducted with the tutoring of the teacher. The execution of these activities led the students to conduct bibliographical research on the subject, practical activities and debates were also carried out, this allowed the students to feel protagonists of their learning, were able to visualize the morphological aspects and also understand the most varied ecological functions of plants both in the urban ecosystem and in the natural ecosystem. The data collected also demonstrated that the afforestation of Curvelândia needs improvement. The album will serve as support material for teachers in field classes and in the classroom.

11
  • ANGELA MARIA MUNIZ GONÇALVES
  • Elaboration of a methodological booklet on fungi and the environment as a resource that facilitates the teaching-learning process

  • Orientador : ILIO FEALHO DE CARVALHO
  • Data: 23/10/2020


  • Mostrar Abstract
  • ABSTRACT

     

    Education is progressively dynamic, consequently teaching becomes more demanding and, therefore, educators increasingly need to be prepared to work with the challenges that arise during the teaching-learning process. Starting from the perspective that science and biology teaching is still very theoretical and abstract, especially when it comes to the study of microorganisms, it becomes necessary to think about didactic strategies with instruments that facilitate it. It is believed that teaching resources are instruments that will subsidize, complement and facilitate the process of building students' knowledge in an attractive and meaningful way. Thus, the present study had as objective to develop a booklet aiming at teaching based on investigation, and to evaluate its applicability as a methodological resource during the teaching-learning process on fungi and their environmental interactions. The study was carried out with students of the 2nd year of high school in a State School, located in the municipality of Glória D’Oeste-MT. The research used a quanti-qualitative approach instrumented through a multiple choice questionnaire (pre-test), important during the stage of surveying students' previous conceptions about the contents and subsidy for the elaboration of the investigative methodological booklet. This first stage results demonstrated that students have some knowledge about fungi and the environment, but not enough to exceed 50% of correct answers. After applying the booklet, students were asked to answer a semi-structured questionnaire (post-test) on knowledge related to fungi and their interactions, and also on the applicability of the material. The results obtained were satisfactory, demonstrating an increase in the proficiency of the students, and about the evaluation of the booklet, the answers indicated several positive aspects, showing that the investigative nature of the material provided engagement and motivation of the students during the teaching-learning process on the subject. The produced material is mediated by problematizing questions in order to arouse curiosity, observation and the construction of new knowledge in students, strengthening their role, and it can also be a suggestion for educators to be inspired by the perspective of teaching by research, adapting it according to their reality.

     

12
  • MARCOS ANTONIO NUNES DA CUNHA
  • MANUAL OF INVESTIGATIVE TEACHING PROPOSALS AS A THEORETICAL-METHODOLOGICAL SUPPORT FOR TEACHING BIOLOGY

  • Orientador : CRISTIANE FERREIRA LOPES DE ARAUJO
  • Data: 27/10/2020


  • Mostrar Abstract
  •  

    Research reveals that there is a lack of studies on teaching science by research in brazilian education, especially in Elementary and High School, and that there are few initiatives aimed at investigative activities for the content of Biology. In view of these assumptions, the present study emerged with the objective of building a manual of investigative didactic proposals for the teaching of Biology, intending to enhance/encourage the use of this didactic approach by teachers of basic education in the country. Specifically, the objectives are: (i) to raise specific literature on science teaching by research; (ii) producing ten proposals for applicable investigative didactic sequences of Biology content in High School; and (iii) publicize investigative didactic proposals for teachers of basic education in the state of Mato Grosso. To survey the theoretical frameworks, searches were carried out in databases using as descriptors the terms “Science teaching by investigation”, “investigative teaching”, “investigative activities”, “investigative didactic sequences”, “assessment of learning in investigative approaches”. From the search, some references were selected that supported the present study. Then, an investigative didactic sequence manual for teaching Biology was planned and produced. The manual’s proposals start from proposing a problem to be analyzed, raising hypotheses, collecting information, socializing information and contextualizing knowledge with the students’ reality. The manual has a total of 113 sheets and was produced using Microsoft Office Word software version 2010. It is structured in five sections, which are: (i) Presentation; (ii) Theoretical contribution; (iii) Proposals for investigative teaching sequences; (iv) References; and (v) Who are the authors? The product has a total of ten teaching sequences, four of which are suggested for the 1st year, four for the 2nd year and two for the 3rd year of High School. The themes chosen to compose the sequences traditionally involve an obstacle in their teaching, due to the controversy that their approach in the classroom has generated, the stereotypes and invisibility of the content in the views of students and teachers of Biology in basic education, due to the fact as a public, social and environmental health problem. In the proposals presented, there is always a problem to be solved by the students and, from there, the class is oriented to form groups for the process of raising hypotheses and solving it through diversified strategies, such as experiments, readings, research of field, videos, didactic games, among others, socializing/communicating with the class or the school community the data and information obtained, in addition to linking, at the end, the knowledge acquired with the local reality. Thus, it is believed that the dissemination and use of this manual in the school spaces of basic education may encourage the use of investigative teaching proposals, and thus, allowing students to be protagonists in the formation of their knowledge.

13
  • FRANCISCO ANTONIO DE LIMA MORAIS
  • Water production in the natural system as a theme for investigative education.

  • Orientador : EDENIR MARIA SERIGATTO
  • Data: 29/10/2020


  • Mostrar Abstract
  • The distancing of students from complex and important themes ends up turning people away from a more critical analysis and a more harmonious posture with natural resources and systems. This reality reinforces the need to develop educational methods and materials that include in school activities a better use of informal spaces associated with active research methodology. The objective of this work was to evaluate how investigative teaching can assist students in understanding the contents of ecology on environmental services. To assist the teaching / learning of ecology concepts, an Environmental Characterization Manual with a focus on Environmental Services was produced and validated. The present work was carried out with the students of the 2nd year of high school at Escola Estadual 13 de Maio. Initially, an expository class was given on the theme, then they were taken to the computer lab and library to carry out research and bibliographic survey for theoretical support. Then they answered guiding questions brought by the teacher, in order to conceptualize the contents to be worked on. The students were taken to the field to collect data that served as a basis for the environmental characterization of the different landscapes, Degraded Area, Preserved Area and Agricultural Production Area, in order to experience and experience the influence of the landscape in the provision of environmental service, production of water by the natural environment, and finally, students will validate field data by conducting specific experiments to simulate field conditions and relate, the factors analyzed in the different landscapes with the ability of the environment to maintain the supply of quality water. The Environmental Characterization Manual served to enhance the use of the textbook in directing content about the environment and ecology. The data obtained showed that the methodology used allowed the student to become an active subject and builder of his own knowledge, in order to understand the scientific didactic content applied to the reality of environmental phenomena within the biological context, thus the student expanded his ability to analysis and understanding approaching in an investigative way the theme / problem proposed in the study, being now able to organize the information and thoughts concretely and effectively.

14
  • KELLY CRISTINA DE OLIVEIRA SILVA
  • AQUARIUM AS A TEACHING RESOURCE FOR TEACHING BIOLOGY

  • Orientador : ADLEY BERGSON GONCALVES DE ABREU
  • Data: 29/10/2020


  • Mostrar Abstract
  • The aquarium is a living laboratory, where different biological processes occur, in addition to being an instrument that allows students to participate in the construction of their own knowledge, through effective participation, where the teacher is the mediator. This work had as main objective to develop didactic materials for classroom and remote classes having as object of study the aquarium. The project was developed in two stages. In the first stage, a didactic sequence was elaborated around the assembly and maintenance of an aquarium. The teaching / learning process, of the didactic sequence, was evaluated through questionnaires applied to students, which showed an increase in interest in biology and a significant evolution in the learning of the contents, these good results are attributed to the investigative system used in the didactic sequence . In the second stage, due to the conditions imposed on students and teachers in these new times of remote teaching, a WebQuest was developed, focusing on the aquarium, as a didactic possibility. It was not possible to apply and evaluate WebQuest with students due to the problems linked to the implementation of remote education in the public school system in the State of Mato Groso. Anyway, WebQuest is available on the internet (https://sites.google.com/view/webquest-aquario-kcos/in%C3%ADcio), and can be used by students and teachers from any school in Brazil. The use of the aquarium in the teaching of biology provided an increase in the autonomy and involvement of students in the proposed activities, arousing interest and motivation in building their own knowledge. Aquarism is a didactic tool that, when associated with a didactic sequence, enhances teaching and that, when necessary, can be adapted for remote teaching and be conducted asynchronously with students.

15
  • MANOEL JOAO DE JESUS
  • DIGITAL LEARNING OBJECT, IN AUTHORING SOFTWARE, FOR THE TEACHING OF ENERGY OBTAINING PROCESSES BY LIVING BEINGS

  • Orientador : ALEXANDRO CEZAR FALEIRO
  • Data: 30/10/2020


  • Mostrar Abstract
  • Technological advances have enabled the development of objects of digital technologies for educational purposes as facilitators of the teaching-learning process. The various software available with tools for creation, tutoring and activity management allow the use for various purposes, such as creation of learning content, availability of content on a platform and creation and monitoring of online activities. The present project aimed to build digital learning objects (ODAs) through the use of authoring software, Visual Class®, aiming to make available to teachers and students ODAS that promotes students to understand the processes of obtaining energy performed by living beings..  As well as proposing an investigative didactic sequence for the application of these ODAs. Visual Class ®, Visual Class easy use and creation without the need for computer programming language knowledge. For the creation of the ODAs, the graphic part of the screens was made using PowerPoint and inserted them in Visual Class®, where the necessary resources available in it were used. For the application of the ODAs in pedagogical practice, we propose an investigative didactic sequence (SDI), to provide students with the construction of knowledge about the processes of obtaining energy by living beings. We suggest starting with a dialogue class, to expose the theme, make a diagnostic evaluation of the students, enable problematization bringing the subject to the daily life of students and the local reality, motivating them. Next, it should be requested that the students elaborate the hypotheses, do the research, analyze the data and, finally, present the results and the conclusion. In the end, teachers and students discuss the positive and negative points and suggest improvement for the applied SDI. It is expected that the ODAs constructed  and applied through an investigative approach can contribute to the teaching-learning process, facilitating students to understand the processes of obtaining energy performed by living beings, enhancing the teaching-learning process and motivating students in the construction of knowledge.

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