TCC Ciências Biológicas

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https://repositorio.ifal.edu.br/handle/123456789/47

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Ciências Biológicas na Educação de Jovens e Adultos: olhar dos/as discentes sobre suas aprendizagens
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-07-26) Cidreira, Cícera; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646
The purpose of this work is to analyze the difficulties faced by EJA students in Biological Sciences at Escola Tavares Bastos. And at the same time identify its limits and challenges in the teaching and learning process of Biology. The history of EJA was briefly discussed, highlighting the conceptions of teaching-learning in EJA, from a traditional perspective of liberating education. As well as the perspectives for teaching and learning of Biological Sciences in EJA. In addition, the problem of the work is based on the following question: What are the main difficulties encountered bystudents in the teaching-learning process of Biological Sciences at Escola Estadual Tavares Bastos? The research involved a literature and field review based on articlespublished on the internet that deal with the aforementioned topic. However, the resultsobtained by the research are not intended to exhaust the theme because the theme on youth and adult education in basic and free education in Brazilian education is quitebroad.
Os desafios do ensino híbrido para o/a professor/a de ciências naturais: um estudo de caso em escola de educação básica no município de Pilar
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-10-06) Silva, Alibert Cleiton Ribeiro da; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569
The hybrid approach to teaching is an alternative that will be pursued more intensely based on this experience of Brazilian Education fostered by the impacts of the pandemic, caused by COVID-19, on teaching practices. Practices that seek to combine technological resources, active methodologies, digital inclusion to achieve the goals of autonomous learning, mediated by teachers. The main objective of this study is to analyze the challenges faced by natural science teachers for the implementation of Hybrid Education in a Basic Education School in the city of Pilar. It is characterized in a case study, based on the observations of in-person and online classes, conversation session and interviews carried out through a semi-structured script to the subject teachers of the basic education institution in the city of Pilar-AL. For this, we support the studies of Cortelazzo (2010) Liblik (2011) and Bacich (2016). As results and considerations, we realize that there is no clear understanding of the conceptions and characteristics of the teaching approaches presented in this study, we note the insufficiency of the use of technologies in educational practices, which suggests a gap in the teacher training process and the absence of working conditions related to the use of digital technologies. There is also the challenge of rethinking educational practices, diversifying the resources used and offering new alternatives for teaching. Alternatives that open spaces for new possibilities through the use of digital technologies in educational spaces and times.
Dificuldades no ensino-aprendizagem de genética no segundo ano do ensino médio
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-09-10) Neves, Claudevânia de Oliveira; Omena, Dilza Gomes de; http://lattes.cnpq.br/2268779399887511; Rodrigues, Christianne Sâmia Lins; http://lattes.cnpq.br/8877075016106381; Pedrosa , Vanessa Baptista; http://lattes.cnpq.br/6216247369540117
Genetics is characterized as a science composed of abstract and difficult terms. terminologies such as content in the classroom is greatly feared. In view of this, the objective is analyze the difficulties faced by both teachers and students in terms of regarding the teaching-learning of genetics in the second year of high school. Its about an integrative review, whose bibliographical survey was elaborated in the databases researched in SCIELO, in scientific articles, newspapers, magazines, conferences, books and on the website from the Virtual Education Library (Ministry of Education), 10 were included in the study bibliographies that contemplated the desired objective. From the results of the analyzed data, it is estimated that the unpreparedness in teacher training, whether due to the lack of pursuit of scientific knowledge or failure in the training process in educational institutions higher education, clearly reflect on the students' teaching-learning deficit in the classroom. It is concluded that it is necessary to review and solve the flaws in teacher training, in order to that these professionals in the classroom can develop methodologies that corroborate with the best way of transmitting knowledge, facilitating the understanding of genetics, uniting theory-practice with dynamic and participatory classes.
Educação inclusiva e o ensino de ciências: relato de uma experiência
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-14) Silva, Lucivan Santos da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho, Sheyla Ferreira Lima; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
This course completion work aims to understand the role of science teachers in the context of inclusive education and the use of methodological approaches for the teaching-learning process of the deaf student, correlating with the experiences carried out in the supervised internship. This is a descriptive qualitative research, which uses bibliographical research and the report and analysis of the supervised internship experience. The study is divided into sections, which discuss inclusive education, relating it to science teaching; and addresses science teaching for the deaf person. It is concluded that the experience in the supervised internship was gratifying and enriching for the formation of the future teacher; however, regarding inclusive education, it is observed that for the effective teaching-learning process to occur, it is not enough just to have a sign language interpreter in the classroom, but it is necessary to use pedagogical resources that allow integration and interaction of deaf students.
Flora de Alagoas: Paullinia L.(Sapindaceae)
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-05-27) Souza, Maria Helena Nascimento de; Freire, Genise Vieira; Correia, Maria Lausanne Damasceno; http://lattes.cnpq.br/6602158987512253; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422
Sapindaceae is a family with great diversity, with approximately 1900 species, being widely distributed in tropical and subtropical climates. In Brazil, there are 436 species and 26 genera, with high endemism in the Atlantic and Amazon forests. Regarding the genus Paullinia L., object of the present study, it is included in Sapindaceae and currently comprises 220 species, being one of the largest groups of the family, differing mainly by the diverse morphology of its capsule fruits. The study was carried out in the state of Alagoas, located in the northeast region, which has its vegetation distributed in three mesoregions: East, Agreste and Sertão Alagoano. The main objective of this study was to elaborate the Flora de Paullinia for the state of Alagoas, enriching the knowledge about the Sapindaceae family and the flora of the state. To carry out this work, collections were carried out in several regions of the state of Alagoas, analyzes of herborized materials deposited in the MAC herbarium, in addition to consultation in virtual herbariums of Reflora, JABOT and Specieslink. Ten species were recognized for the genus at the study site: Paullinia carpopoda Cambess., P. elegans Cambess., P. micrantha Cambess., P. pinnata L., P. pseudota Radlk, P. revoluta Radlk., P. rhomboidea Radlk., P. rubiginosa Cambess., P. trigonia Vell. and P. weinmanniifolia Mart. Identification key, descriptions, geographic distribution, illustrations and taxonomic comments for the species are presented.
Gamificação e ensino: uma proposta lúdica e inovadora no processo de ensino e aprendizagem
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-01) Maurício, Claudenir; Pinheiro, Pablo; Pinheiro, Pablo; Omena, Dilza Gomes de; Costa, Danielle de Lima
Gamification is a teaching proposal of great importance, especially in the educational context in which we are currently experiencing, resulting from the new coronavirus pandemic. With remote learning, this tool becomes relevant to attract students' attention as well as achieve learning. The main objective of this work is to evaluate the use of gamification in the educational field as an active methodology in the teaching-learning process during emergency remote teaching, as well as to verify the advantages and weaknesses during its applicability. The work will address education in Brazil, the concepts of learning, playfulness and its importance in education, as well as addressing gamification as an innovative method of learning. In this sense, with regard to the methodology, it was a qualitative and quantitative research, where a survey was carried out in 07 private schools of Elementary and High School located in the city of Penedo/AL, with the target audience, 15 Science and Biology professors. Thus, it was found that teachers find the use of games during class very interesting, but not everyone uses this tool. It was also found that all professors mentioned that gamification is weak in its applicability to the internet that does not contribute.
Metodologias ativas no ensino de biologia: um estudo bibliográfico do período de 2012 a 2022
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-07-25) Nascimento Júnior, José Rubens Oliveira do; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165; Bastos, Alexandre Fleming Vasquez
The teaching of Biology is essential for training agents who transform society. However, the process of transmitting knowledge centered on the teacher represents one of the greatest challenges to be overcome, and therefore, active methodologies emerge as a strategy capable of promoting autonomy and criticality among students. This study aims to carry out a bibliographical study, with a time frame from 2012 to 2022, about active methodologies in the teaching of Biology through a literature review with qualitative and descriptive analysis, using the Scielo and Google Scholar platforms as databases. From this, it was identified that active methodologies are extremely important tools in current teaching for empowering the student, also favoring the change of traditional teaching, bringing an idea of knowledge construction in which students take part not as mere listeners, but as agents transformative, full of prior knowledge that must be added to this process.
Paque Municipal de Maceió como ambiente de aprendizagem não formal
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-07-05) Martins, Marina Augusta Ávila da Silva; Calazans, Fábio Maurício do Bomfim; http://lattes.cnpq.br/3529013346870900; Interaminense, Juliana Rangel de Aguiar; http://lattes.cnpq.br/3869787182468885; Rocha, Deyse Ferreira; http://lattes.cnpq.br/9157118155639751
The visiting to Conservation Units, such as Municipal parks, plays a significant role in the human reconnection with the natural environment, providing a pleasant and enriching experience. In this context, a non-formal environmental education emerges as an essential tool to facilitate this integration and promote awareness and mobilization to the nature preservation and ensuring the ecosystems restoration and the promotion of a balanced environment. This study was based on a methodological approach of bibliographic and documentary research with the aims of analyzing the non-formal environmental education application making the visiting parks xperience an effective and enriching opportunity. Despite the complex relationship between man and the environment, it is possible to identify crucial aspects of a park visiting can offer, highlighting the vital importance of environmental care.
O PIBID durante a pandemia da COVID-19: um relato de experiências
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-08-03) Temoteo, Jacira Mendes; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Santos, José Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016
In view of the Covid-19 pandemic scenario, the use of technology engaged in pedagogical teaching was essential for the teaching/learning process, which placed ICTs as indispensable tools for the education system to offer curricular activities through remote classes. Therefore, this work aims to report experiences obtained, during the duration of the program, as a Teaching Initiation Scholarship in the Biological Sciences nucleus. To this end, we aim to describe reports of the experiences acquired as scholarship holders of the program, during the work plans put into practice at the internship field school, specifying the challenges faced by PIBID during the period of the Covid-19 pandemic aimed at teaching Science, given the activities performed, as well as the importance of connecting ICTs to the training and teaching process. From this perspective, using the scholarship holders' experiences as sources of data collection, the research is configured as a descriptive, qualitative and bibliographical research method, of the experience report type, where the locus of studies is centered on the educational field, prioritized as a criterion of choice because it presented itself as the Escola Campo de internship, to which the scholarship holders were integrated by the program.
Produção de vídeos por estudantes do ensino médio na construção da aprendizagem sobre alimentos transgênicos: reflexões a partir da proposição de uma sequência didática
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-06-14) Pereira , Juliana Maria; Campêlo, Siquele Roseane de Carvalho; http://lattes.cnpq.br/1730383946648149; Calazans, Fábio Mauricio do Bomfim; http://lattes.cnpq.br/3529013346870900; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236
Scientific literacy in basic education is a necessity in the BNCC so that students can build scientific concepts and relate them to everyday life. With this assumption, the teaching of biotechnology has been approached in the classroom, but because it is fragmented, the understanding of a common concept has become scarce, and the need to bring scientific literacy to students has led to the search for different associated teaching methods to communication technologies that could enhance learning. With this, the present work was developed with two high school classes of the Federal Institute of Alagoas, Campus Maceió. The general objective of the research was to analyze how the analysis and production of videos favored the learning of students about transgenics in the 2nd year of high school. Specifically, we seek to propose a didactic sequence about transgenics; understand how the analysis of the film Okja favored the construction of knowledge about transgenics through videos produced by students; and to analyze if, in the production of the videos, the students demonstrated understanding of concepts about transgenics based on the proposed evaluation criteria. In the methodological way, a didactic sequence was proposed with the students' questionnaire resolution and production of videos. From the data analysis, the results indicate that the application of the didactic sequence contributed positively to the construction of knowledge about transgenics, enabling the creation of a learning experience conducive to the construction of knowledge on this complex topic by students.
Teatro: uma possibilidade metodológica de ensino-aprendizagem para a Educação de Jovens e Adultos em Ciências Biológicas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-07-23) Machado, Claudine de Oliveira; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236
The CCP proposal of the Shadows' Theater arises from the concern about the absence of stimuli for the student of the Education of Young and Adults to be more participative of its school enviroment, the importance of the teachers to introduce the theater like a methodology of learning arose from the perception of encouraging and motivating the study and development of students' creativity in the classroom. In this sense, the objective of this work is to analyze the importance of theater as a teaching methodology to be used by teachers for the study in the Education of Young and Adults - EYA, since education is carried out through the permanent act of reorganizing and reconstructing experiences. For data collection we use a participant observation and interview with the students involved in the development of the activities of the Shadows' Theater. The theoretical reflections were mainly based on Boal (2005); Freire (1987, 1996). As a result of the research that the students showed a greater interest in participating in the classes of Biological Sciences in the EYA, where the methodology used the Theater as a bias to work the contents of the area, learning became more viable with more didactic interactions and visual.
Tecnologias digitais para o ensino de ciências: relato de caso utilizando o google earth
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-01-12) Gomes, Jaqueline Lira; Silva, Amanda Lys dos Santos; http://lattes.cnpq.br/4188154960985978; Santos, Claudiana Moura dos; http://lattes.cnpq.br/4077424002787668; Pereira, Danielle dos Santos Tavares; http://lattes.cnpq.br/9518476590236582
This present work is an investigation accomplished in a 6th grade class of the Public Elementary School in the city of Lagoa da Canoa, municipality of Alagoas. Taking as its central theme the digital technologies for science teaching. In this sense, the present work aimed to analyze the use of the Google Earth platform as a pedagogical support in Natural Sciences classes during the Covid-19 pandemic, like this as well as to encourage the use of digital tools for teaching. of science, beyond recognize the importance of water in nature and find ways to facilitate the teacher's work and the students' learning process. The methodology used in this work is characterized by being of the qualitative-interpretative type, through the case study, in which a didactic sequence on the water cycle, that was applied, during the pandemic period in science classes remotely As a way to further improve students' understanding of the topic worked,the Google Earth pla tform was used to show in a practical way through explanatory videos and the simulator avail able within the platform, how the whole process of the water cycle happened The theoretical foundation was based on studies by different authors. The results showed that the methodology used contributed satisfactorily in the teaching-learning process of the students, since it can take the practice through the use of the simulator to them, making them understand how all stages of the water cycle works, showing a lot of curiosity and interest in the content.
O uso da webQuest na prática educativa durante o ensino remoto
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-06-11) Moura, Maria Valéria Pereira; Lima Filho, Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; Bezerra, Danielle Barbosa; http://lattes.cnpq.br/2898315857629924; Toledo, Mário Tãnio Fonseca; http://lattes.cnpq.br/8795127120350475
Due to the great advance of Information and Communication Technologies (ICT), the pedagogical system has reverberated on how to take advantage of digital resources to contribute to the teaching and learning process. One tool that may collaborate in this action is WebQuest, characterized by a guided research in which the Internet is used to build knowledge. Therefore, the current proposal seeks to expose a reflection about the experience report of the elaboration and application of a WebQuest tool (WQ), where it was worked on a content of the science curricular component in the 7th grade classrooms of middle school in the final years of a school in the municipality of Boca da Mata - Alagoas, held in the practice period of regency of the third supervised internship, during remote teaching. In this regard, it is used a descriptive methodological approach, thus presenting a challenging and interactive proposal, the research was divided into three stages: the WebQuest creation process about vertebrate animals, followed by the application to students and finally, an implementation of analyses and reflections on the methodology. In order to identify the main skills of the students from the proposed task, that way the students were assessed through assessment by rubric. The result contributes to the importance of the tool and the increasing of information, providing opportunities for the knowledge and school learning of the students. Also emphasizing that the accessibility to the internet in an equal way in school spaces and even outside them, contributes to a more satisfactory result.
Uso de jogos no ensino de ciências na Educação de Jovens e Adultos
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-07-05) Terto, Fraçois da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817
This is a qualitative and bibliographical research and aims to bring a proposal on the use of games for the teaching-learning of Youth and Adult Education (EJA) students in science teaching, bringing new teaching methods to the classroom so that the student can learn content in a dynamic and attractive way. Playfulness is currently becoming a widely discussed topic in schools, as it is a great ally when it comes to theory and practice. The use of games in the EJA class is not just about playing, it will help in the formation of strategies, perceptions and interactions with others, so the student will reach a broader dimension in the assimilation of content.
O uso do Kahoot como recurso didático no ensino de biologia no contexto da pandemia da Covid-19
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-08-30) Almeida, Claudivanio de; Santos, Maria José dos; http://lattes.cnpq.br/7498424119170810; Brito, Maria Dias de; http://lattes.cnpq.br/5565578529168701; Rocha, Marcos Oliveira; http://lattes.cnpq.br/3354578438246936
It is important to point out that the discipline of Biological Sciences has an important and indispensable function for the professional, academic, personal and intellectual formation of the citizen. Thus, the research aimed to evaluate the Kahoot technological tool, as a didactic resource in the discipline of Biology during remote teaching. This work presents a qualitative and quantitative approach and was developed in a public school, located in the municipality of Arapiraca, with the 1st year high school students. A Bio Quiz was applied, using Kahoot, with the content Stem Cells taught during classes, as a teaching/learning evaluation strategy. The positive results of the practice carried out through the students' reports are highlighted, of which the majority stated that the methodology used facilitated the understanding of the content taught. The students' perception was positive in view of the experience, confirming that Kahoot can be used in an evaluative way and for fixing the contents, as well as becoming an alternative instrument for the teachers' methodology. It is evident that the use of a technological tool is an ally of the educational process and with the pandemic it has become the main means of remote teaching. With that, it was necessary for the teacher to reinvent himself and seek new strategies and teaching methodologies to contribute and keep the student participatory/active during classes. In this way, active methodologies have gained prominence with gamification, mainly with the Kahoot platform.
Uso do Kahoot no modelo de ensino remoto - Ensino de Biologia
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-10-25) Santos, Alexandro Lourenço; Lima Filho, Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; Araujo, João Paulo Alves de; http://lattes.cnpq.br/8249646392563896; Silva, Luis Antonio Costa; http://lattes.cnpq.br/3146634152566002
At the end of 2019, with the emergence of the new coronavirus, there were several changes in social behavior over time, among these changes is the educational area, which, as one of the main pillars of development, could not remain idle for a long time. Therefore, as a matter of urgency, remote classes began in most educational institutes. As a consequence of the great change of environments, teachers and students felt a lot of difficulty in learning, since until then they had not had this ability before. Taking into account such difficulties to teach an online room, the need for new methodologies was evident. Educational institutions use various tools that help both in the development of classes and in the methods of evaluative activities and, therefore, the present experience report carried out with some scholarship holders and a supervisory teacher of PIBID-IFAL, seeks to emphasize the use of the Kahoot platform. As a result of the activity carried out, the platform was very useful for the students, as it brings with it a diversity of activities that attract the student's interest.

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