TCC Ciências Biológicas

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

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Navegando TCC Ciências Biológicas por Tipo de Acesso "Attribution 3.0 Brazil"

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    As tecnologia digitais da informação e comunicação (TDICs) registradas e as formas de uso para o ensino de ciências/biologia
    (2024-12-11) Nascimento , Aline Pessoa do; Silva, Ebenézer Bernardes Correia; http://lattes.cnpq.br/6371543824391642; Interaminense, Juliana Rangel de Aguiar; http://lattes.cnpq.br/3869787182468885; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422; Tiburcio, Ingrid Carolline Soares; http://lattes.cnpq.br/0774774720237081
    This study presents a systematic literature review to investigate the relevance and classify the Digital Information and Communication Technologies (DICTs) used in the teaching-learning process of Biological Sciences. The research was carried out based on a systematic and exploratory review with a qualitative approach. At the end of all bibliographic research methodological stages, 13 works were selected that met the inclusion and exclusion criteria, and in these, more than 30 types of digital technologies were presented. The results demonstrated the DICTs diversity that enable pedagogical use in biology teaching, including tools and visual resources that support both in-person and remote teaching. The adoption of these technological resources in the educational environment enhances the classes dynamics and contributes to presenting interactively content. Therefore, DICTs facilitate the teaching-learning process, as they are resources closely aligned with students' realities, given the technological and virtual social context in which they are immersed and accustomed.
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    Heredodúvidas: atividade prática com a construção de heredogramas no ensino fundamental, médio e superior
    (2025-12-17) Mulatinho, Lívia Manuela Silva dos Santos; Silva, Ebenézer Bernardes Correia; https://lattes.cnpq.br/6371543824391642; Interaminense, Juliana Rangel de Aguiar; https://lattes.cnpq.br/3869787182468885; Barros, Juliany Mayra Teixeira de Moura; https://lattes.cnpq.br/4529312394540580
    The genetic study in educational institutions allows for an heredity process understanding, an important subject for biology understanding. A pedigree chart is an individual graphic repre-sentation in a given family, whose inheritance of a particular genetic condition or disease can be analyzed. However, the content presents many technical terms, mathematical calculations, and logical reasoning, which hinders student comprehension. In this sense, this work aimed to develop a playful, team-based activity called Heredodúvidas, which used avatars developed by WhatsApp to facilitate the construction and analysis of hereditary characteristics through the pedigree chart, determining genetic patterns inheritance and their alleles. The activity was ap-plied to a 9th-grade class at the Professora Laura Dantas dos Santos Silva State School - SEDUC AL and at the Alagoas Federal Institute (IFAL), in nine classes of Integrated Technical High School and one class of a Biological Science Licenciate’s. At all school levels, the class was divided into groups, and each group received a Heredodúvidas worksheet with an explanatory text about the genetic characteristics of some families and a problem-solving scenario. For ele-mentary school students, 11 WhatsApp avatar figures and sticks attached with elastic bands were given out, which were used to assemble the pedigree chart and questions soly. Upon com-pleting one worksheet, another was given out, with the winning group being the one that achieved the best performance within the allotted time. For high school and university students, only the worksheets with the printed pedigree charts containing the necessary information for each group were given out, with the winning group being the one that completed the activity first. Through problem-solving, the students were able to cooperatively construct the pedigree chart and visualize how genetic inheritance was transmitted to descendants, manifesting itself in a dominant or recessive manner, as well as perform the calculations to complete the answer. WhatsApp avatars are part of the students' cyberculture, and their use in constructing the exer-cise made the subject more engaging. The activity was well-received by the students, who be-came involved in the topic, correctly relating the technical terms and mathematical solutions to the problems, making Heredodúvida a viable active learning methodology.