TCC Ensino das Ciências e Matemática
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Item Aprendizagem baseada em problematização para ensino de genética na educação básica: uma sequência didática(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-06) Correia, Barbara Virginia Mendonca da Silva; Silva, Géssika Cecília Carvalho da; http://lattes.cnpq.br/5829131072769426; Pereira, Danielle dos Santos Tavares; http://lattes.cnpq.br/9518476590236582; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160Genetics in its essence seeks to awaken the student's investigative approach, being an important scientific literacy tool. Traditionally, pedagogical practices for teaching Genetics in basic education focus on expository classes, reproduction of concepts and solving exercises to validate learning. The distancing of the learning methodology is reflected in the students' difficulty in contextualizing interdisciplinary and transdisciplinary themes in Genetics, such as the concept of race, skin color and their impacts on the theme of ethnic-racial diversity. In this sense, the use of active methodologies aims to modify this scenario through teaching strategies focused on student protagonism and promoting scientific literacy. Among the various methodological strategies, problem-based learning (PBL) stands out as an important alternative for teachers, due to the investigative sense inherent to the teaching approach. In this methodology, the problem is the fundamental point of the teaching process and the student must develop the ability to develop hypotheses, test, collect data, discuss and make decisions, apply their knowledge to solve it. Based on this problem, this study aims to develop an intervention proposal consisting of a didactic sequence using the PBL methodology for teaching ethnic-racial themes in the final years of Elementary School. The study is qualitative in nature, as described in objective. To plan the didactic sequence, the learning concepts advocated by Lev Vygotsky (1896-1934), learning through experience, by John Dewey (1859-1952), meaningful learning by David Ausubel (1918-2008), as well as the Freire's perspective on autonomy (Paulo Freire, 1921-1997).Item O ensino de ciências e as metodologias da problematização frente às tentativas de integração curricular(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-29) Oliveira, Carlos Henrique Araújo de; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Santos, Eduardo Lima dos; http://lattes.cnpq.br/0426360378881187; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125The integration between active methodologies and curricular progression in elementary education is a complex and dynamic theme in the contemporary educational scenario, as well as the articulation of this progression with the insertion of active methodologies. Therefore, this study seeks to understand the implementation of these practices in the final years of elementary school, especially in Natural Sciences, in line with changes in curricular organization, especially outlined by the National Common Curricular Base (BNCC). The research is justified by the need to deepen the discussion on the integration between progression and curricular organization, combined with the effectiveness of methodological practices. Regarding the study methodology, a descriptive research was chosen, seeking detailed characteristics of the phenomena and identifying correlations between variables. The qualitative approach was chosen to promote diversity and flexibility in understanding the perspectives analyzed. The bibliographic research was conducted at the Brazilian Digital Library of Theses and Dissertations (BDTD), covering the period from 2017 to 2023. The analysis and interpretation of the results were carried out through content analysis guided by Bardin (2016). The results reveal two main categories: active problematization methodologies with a focus on curricular integration and other active learning models with a focus on curricular integration. The theses explore the application of these methodologies, highlighting the importance of curricular integration, student autonomy and critical thinking. It is concluded that the interconnection between active methodologies, curricular progression and BNCC is vital for a more effective and holistic educational approach. The lack of studies that simultaneously address these elements highlights the need to promote a paradigm shift in educational research, encouraging interdisciplinary collaboration between researchers and overcoming resistance to change in traditional structures. This approach can contribute to a deeper understanding of the educational process and prepare students for the challenges of the 21st century.