TCC Docência na Educação Profissional

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https://repositorio.ifal.edu.br/handle/123456789/573

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Navegando TCC Docência na Educação Profissional por Orientador "Lenz, Tiago de Moraes"

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    Elaboração de um material didático sobre climatologia aplicado à disciplina de geografia no Ensino Médio Integrado
    (2021) Wanderley, Lucas Suassuna de Albuquerque; Lenz, Tiago de Moraes; Ribeiro, Eberson Pessoa; Gama, José Aparecido; Lenz, Tiago de Moraes
    This study aims to develop a teaching material on climatology and submit it for the evaluation of geography professors at the Federal Institute of Alagoas (IFAL). To this end, we first diagnose current teaching materials on climatology, present in the discipline of geography, already used in technical high schools at IFAL. The professors anonymously answered a form and indicated that the main deficiencies they found in current teaching materials are the lack of context of the theme with the reality of the students, non-practical approaches, and outdated content. Considering the pointed deficiencies, we created a new textual teaching material about climatology, tailored for IFAL's students. This material was submitted for evaluation by the institution's faculty using a new anonymous form. As a result of the evaluation process, the new material was considered satisfactory and proper for use as a support for teaching climatology.
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    Retorno gradual de atividades escolares presenciais suspensas devido a COVID-19
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-03-25) Santos, Taciana do Nascimento; Lenz, Tiago de Moraes; Lenz, Tiago de Moraes; Barbosa , Amaury Franklin Benvindo; Gama, José Aparecido da Silva
    Remote teaching used by schools during the emergence of COVID-19 brought several impacts to learning and the relationship between members of school community, but with the improvement in the pandemic situation schools returned to face-to-face teaching. The present study aimed to evaluate the perception of Professional and Technological Education (EPT) students at the Federal Institute of Alagoas (IFAL) - Penedo campus - regarding the resumption of classroom teaching. It was carried out through the action research methodology, with the application of a questionnaire and a discussion in a focus group to diagnose the situation and propose improvements. After pointing out the student´s main challenges and expectations, it was proposed as an action resulting from the study, that they carry out activities to welcome teachers and expose their anxieties, in order to strengthen dialogue, promote mutual understanding and make harmonious and gradual the moment of readaptation to classroom activities.
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    Scratch como ferramenta pedagógica para o ensino de programação no curso Técnico Integrado de Meio Ambiente no Instituto Federal de Alagoas Campus Penedo
    (2021) Cavalcanti, Guilherme José de Carvalho; Lenz, Tiago de Moraes; Lenz, Tiago de Moraes; Pereira , Fabrícia de Almeida Cortez; Santos, Mayra Tais Albuquerque
    Computer programming was introduced in the most recent syllabus of the discipline of Informatics, given in the first year of the Environment technical high school at the Federal Institute of Alagoas (IFAL), Campus Penedo. Historically, however, researchers have documented several difficulties that students face in learning basic programming concepts. To overcome these difficulties, visual programming environments emerge as an alternative for teaching programming to these novices and they have proven to be successful. Scratch is one of those visual programming environments that are widely used for this purpose. In this study, therefore, we investigate the use of Scratch in teaching programming to students at IFAL, Campus Penedo. Students took programming classes with Scratch as well as with a traditional textual programming language. Then, they had to develop a programming project using Scratch. Finally, they were invited to answer a survey about their experiences and perceptions. Our results show that Scratch made it easier for students to understand basic programming concepts. In addition, most students claimed that they felt motivated to study programming and stated that they would be interested in a complete and in-depth programming course. Finally, when comparing Scratch and textual language, Scratch presented results suggesting that it is a better choice for teaching programming.