DSpace Coleção:
http://repositorioinstitucional.uea.edu.br//handle/riuea/2695
2024-03-21T07:09:21ZUma proposta de ensino sobre marés oceânicas baseada no ciclo de experiência de George Kelly
http://repositorioinstitucional.uea.edu.br//handle/riuea/3324
Título: Uma proposta de ensino sobre marés oceânicas baseada no ciclo de experiência de George Kelly
Autor(es): Neta, Maria Luiza dos Santos; Voelzke, Marcos Rincon
Abstract: Despite ocean tides being an everyday physical phenomenon, which should be
fully understood, this is not how they are seen in the classroom. Thus, by means of this case
study, this article aims to work on the ocean tides subject, based on a differentiated activity
proposal supported by the theoretical principles of George Kelly's Experience Cycle, with a
view to meaningful learning, during High School Physics classes. This work engaged 112
students from the 1st year of high school in a public school located in the municipality of
Sirinhaém - PE. Didactic sequences are presented as a methodological proposal, which
guided the developed activities, the collection of data obtained Pre / Post-Test and
meaningful learning. The results obtained indicate that the previous knowledge had is
presented at a higher level, the understanding on the subject is more scientific, and
significant learning is possibly built. Therefore, using this methodology is feasible, however, it
should be adapted to each classroom's context, since their context is not uniform.2020-07-03T00:00:00ZLeitura científica no ensino de química: uma análise dos ingressos na licenciatura
http://repositorioinstitucional.uea.edu.br//handle/riuea/3323
Título: Leitura científica no ensino de química: uma análise dos ingressos na licenciatura
Autor(es): Leite, Bruno Silva
Abstract: Understanding the contents of chemistry can occur through different
means, one of these is through reading. Chemistry teachers have included reading
scientific articles in their classes, in some cases, without a related teaching strategy.
In this paper, we present some reflections of 160 students of the first period of the
degree course in Chemistry on scientific reading in the discipline of General
Chemistry A. The objective was to investigate the students' perceptions regarding the
contribution of reading scientific texts related to the contents of the discipline. The
research is qualitative and the data were collected through questionnaires and
interviews. The data from the questionnaire were analyzed using descriptive statistics
and those from the interview based on content analysis. The results showed that
students have a low reading habit, although they have been encouraged to do this, and that the use of technical texts hamper the interpretation of enunciations, and
chemistry problems when they are not adequately exploited by the teacher. The data
indicate the importance of the practice of reading and discussions of texts on the part
of the teachers in undergraduate Chemistry courses, which should encourage the
future chemistry teacher, especially in the initial formation, to recognize and/or work
the phenomenon of the intertextuality in scientific texts. In addition to conducting the
critical formation of their students, so that they can transform the social environment
they are inserted in.2020-07-03T00:00:00ZTemas estruturantes aplicados ao ensino de física: estudo de caso em escola pública em Itaituba – PA
http://repositorioinstitucional.uea.edu.br//handle/riuea/3322
Título: Temas estruturantes aplicados ao ensino de física: estudo de caso em escola pública em Itaituba – PA
Autor(es): Santos, Roberto Ribeiro dos; Costa, Jônatas Silva da; Corrêa, Jéssica Ariana de Jesus; Andrade, Silvia Cristina de Pádua
Abstract: Physics has been undergoing profound reflections and transformations
over the last few years as new teaching methods that aim to articulate the concepts
approached in the classroom with the reality of the students have been increasingly
sought. In this sense, this work aimed to analyze the possibilities of teaching Physics
through Themes as a methodological proposal for significant learning in High School.
The research subjects were one hundred and ten students and three teachers from
Sophomore Year in High School. Questionnaires were applied with objective and
open-ended questions, followed by the analysis and discussion of results and an intervention proposal. Students and teachers emphasized that contextualization is
present in classes, which is positive, as it is one of the characteristics of the proposal
with Themes. In contrast, most students were unable to clearly state a Physics
principle involved in everyday situations. Teachers and students believe that teaching
Physics through Themes would enable better learning of Physics contents.
Therefore, the proposal for the Sophomore Year in High School does not prevent the
construction of new proposals or even improvement.2020-07-03T00:00:00ZPerspectiva neurocognitiva da ansiedade química na educação básica e superior: o que precisamos saber?
http://repositorioinstitucional.uea.edu.br//handle/riuea/3321
Título: Perspectiva neurocognitiva da ansiedade química na educação básica e superior: o que precisamos saber?
Autor(es): Silva, Kleyfton Soares da; Coelho, Polyanna Santos; Silva, Luiz H. Barros da; Fonseca, Laerte Silva da
Abstract: The chemistry science is situated in a school position that may or may not
generate anxiety. On the positive side, it can sharpen students' curiosity, whereas, on
the contrary, it can be perceived as difficult to be understood, given the didactic
choices made to transpose it from nature to the classroom. The aim of this paper is to
understand chemical anxiety, aiming to characterize its definition, etiology, types and
levels, as well as to present some examples of how to circumvent it in the classroom.
It was decided to carry on a bibliographical investigation, considering that We did not
find Brazilian references on this topic. Considering that the human capacity to
regulate emotions, their own thoughts and behaviors, evidence shows that it is
possible to lower levels of chemical anxiety through pedagogical strategies that favor
the development of students' self-confidence.2020-07-03T00:00:00Z