TCC Ensino das Ciências e Matemática

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https://repositorio.ifal.edu.br/handle/123456789/577

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Aprendizagem baseada em problemas: um estudo bibliográfico no ensino da matemática
(2024-04-01) Tenorio, Jamilly Souza; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Nascimento, Arlyson Alves do; https://orcid.org/0000-0002-0631-3273; http://lattes.cnpq.br/9395417554768580; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
The present work aims to identify how teachers use the Problem-Based Learning (PBL) methodology in teaching basic mathematics through a bibliographic study with the identification of research carried out and available in internet databases, such as Capes Periodicals and SciELO Platform. The period defined for choosing published works was from 2013 to 2023, in the form of a Systematic Literature Review (RSL) and constituted the research problem: How do basic education teachers teach mathematics through Problem-Based Learning? After the methodological construction of search, selection and reading of the various bibliographic materials, two articles were found for analysis. Data analysis allowed us to infer that research that considers aspects of the PBL methodology as a process of building mathematical learning in Basic Education is still recent and few in number. The study points to the need to train teaching practice with the work of ABP and the importance of its use in students' mathematical learning.
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/9543720469592160
Genetics 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).
Contribuições do Kahoot para o ensino-aprendizagem: uma análise das possibilidades
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-05) Silva, José Balbino dos Santos da; Andrade, Victor Hugo Oliveira de; http://lattes.cnpq.br/4718983315200733; Santos, Allan Gomes dos; http://lattes.cnpq.br/8695305865567407; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160; Santos, Herbert Nunes de Almeida; http://lattes.cnpq.br/4602159770025420
The 21st century was marked by sociocultural changes influenced mainly by Digital Information and Communication Technologies (DIT), which are increasingly present in almost all layers of society, therefore, the school needs to change to receive and integrate new students, who were born immersed in the world and the language provided by new technologies. With the emergence of digital technology, different types of educational resources can be used to enrich the teaching content in the classroom and help the teacher to make their classes less tiring. The Kahoot! is one of those resources that can be used as a teaching strategy to promote understanding and assimilation of classroom content, whether in person or online. Given this scenario, it is essential to deepen the understanding of Kahoot's contributions to teaching-learning, in order to provide support for the adoption and effective use of this tool by educators. In this context, this article aims to analyze the most recent and relevant studies on the topic, aiming to identify the possibilities and limitations of using Kahoot in the educational context. To achieve the proposed objective, a bibliographical survey was carried out through a search in databases such as Capes Periodicals and Google Scholar, using the terms "Kahoot", "gamification", "teaching-learning". The results found in this research show that although Kahoot presents some limitations, the tool proved to be a gamified, innovative, attractive and challenging environment, which can enhance teaching-learning, and contributes to motivation, concentration, student engagement, and also can be used in any subjective and educational level.
Criação e aplicação de jogos no ensino da álgebra
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-12-20) Souza, Joice dos Reis; Silva, Gelsivanio Souza da; http://lattes.cnpq.br/7969278773981649; Brito, Fernando Valério Ferreira de; http://lattes.cnpq.br/8744081127449326; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580
This quantitative and descriptive study investigated the impact of creating and implementing mathematical games, developed by 9th-grade students, on comprehension and performance in topics such as fractions, fractional equations, and 1st and 2nd-degree equations. Conducted at a public school in Maceió, the research involved pre- and post-implementation questionnaires regarding the games, along with the organization of a Mathematical Games Fair. The results revealed enhancements in mathematical understanding and problem-solving following the intervention, indicating a 156.1% increase in students' average grades. The playful and creative approach to learning proved effective, not only fostering mastery of the concepts but also nurturing skills such as teamwork, problem-solving, and creativity, suggesting the potential of educational games as a promising strategy in math education.
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/7239157167819125
The 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.
O ensino de frações por meio de jogos: uma revisão sistemática da literatura
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-01-29) Araujo, Lívia Danielle da Silva; Silva, Ewerton Roosewelt Bernardo da; http://lattes.cnpq.br/8543155357044958; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947
It is known that rational numbers are the basis of various mathematical content and understanding these numbers, in their fractional form, is essential for the mathematical development of students at different levels of education. While games present themselves as an alternative in teaching mathematics, the low rates presented in the last IDEB of 2021 in relation to mathematical knowledge, more specifically about fractions, was the starting point for the development of this study. As a methodology, this research focused on work developed at national level, so the CAPES catalog of theses and dissertations was used as a research source, where a systematic review of the literature was carried out, having adopted the protocol according to Kitchenham ( 2004), all with the aim of verifying whether and which mathematical games are being inserted in the process of teaching and learning fractions and the results obtained. According to the works analyzed, teaching fractions through concrete or digital games presents satisfactory results. Thus, it was concluded that this methodology must be considered in teaching activities.
Explorando a análise combinatória com o sageMath: uma abordagem ativa de aprendizado em matemática
(2024-03-25) Santos, Genilton Ferreira dos; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Lima, Leon Cavalcante; http://lattes.cnpq.br/7616688310117461; Lopes, Rafael do Sacramento; http://lattes.cnpq.br/2775224211896509
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Os desafios do novo ensino médio: uma proposta pedagógica para o ensino de física moderna
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-02-27) Santos, Nicolas Henrique da Silva; Limeira, Ana Cristina Santos; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Ana Cristina; Oliveira, Marcos Henrique Abreu de; http://lattes.cnpq.br/7597524437699021; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127
This article aims to propose an Investigative Teaching Sequence – ITS for teaching Modern Physics in the first year of high school based on Law 13,415 known as the New High School, taking as a starting point the study of national and state educational regulations. Firstly, this study made it possible to understand the organization of the curriculum and the pedagogical proposals of secondary education, seeing the challenges for its implementation in the teaching space. In the second moment, survey of the educational program developed to meet this policy and study of the Guidelines of the Base Nacional Comum Curricular – BNCC and the Referencial Curricular Alagoano – ReCAL, in order to understand the curricular organization of Physics and the Training Itineraries. Finally, the elaboration of the pedagogical proposal for teaching Modern Physics based on the study of light. From this research, we hope to contribute to the teaching and learning process in Physics; serve as motivation for teachers to seek methods that can implement the New Secondary Education proposals in their education network; and to (re)think about the Physics curriculum within the scope of discussions about the dimensions of training in basic education, understand training from the subject's point of view in their school trajectory.
Um relato de experiência com o Clube de Astronomia Isaac Newton
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-15) Silva, Cassio Fagundes da; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127; Silva Júnior, Manoel Pereira da; http://lattes.cnpq.br/7261766909005536; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248
The curiosity and fascination with astronomical knowledge dates back to Prehistory, evidence of this is the cave paintings of constellations found in caves, another strong indication that there was an interest in astronomy is the megalithic monument “Stonehenge” located in the south of England used to allow observations of the summer and winter solstices. In Brazil, the teaching of astronomy was brought by the Jesuits in 1534, but it was not a teaching based on experimentation, only from the 16th century onwards, with the aid of the telescope, did the search for an explanation of the relationship between astronomical phenomena with the dynamics of life, of earth and the cosmos. Nowadays, the teaching of astronomy is present in natural science books for primary school students, but the big challenge for science teachers is how to teach this science to students in the classroom. Thus, the objective of this article is to show that the “Astronomy Club” can be used by teachers as a great astronomical teaching tool, full of active methodologies whose main objectives are: developing and awakening students' critical and scientific sense; awaken youth protagonism; disseminate the teaching of astronomy and astronautics among society; develop the skills necessary to understand life and the cosmos.
Relato de experiência: Horta escolar como metodologia ativa para Educação Ambiental
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-06) Andrade, Cassiana Janile; Mota, Maria Danielle Araújo; http://lattes.cnpq.br/9647457248949178; Santana, Ana Júlia Soares; http://lattes.cnpq.br/9388380353261180; Silva, Amanda Lys dos Santos; http://lattes.cnpq.br/4188154960985978
The present study highlights the school garden as an active methodology for Environmental Education (EE) in a Full-Time School, aiming to demonstrate the practice and its importance on environmental issues. With the objective of highlighting the contributions and challenges of the school garden as an active methodology in the teaching and learning processes regarding EE, aiming to emphasize the importance of the garden as an active methodology in teaching this subject. The methodology employed in this experiential report involved a descriptive exploratory approach of a qualitative nature. It explores the importance of practices for teaching environmental education, emphasizing the need for strategies to engage students in these crucial themes for the global context. The construction of the garden was a collaborative experience, in which students not only learned about cultivation, soil, and environmental care, but also developed leadership and teamwork skills. The reuse of PET bottles as material for the garden highlighted the importance of sustainability and waste reduction. Additionally, the project encouraged interaction among students, promoting the exchange of constructive information. The results indicated that the practice of Environmental Education, when incorporated into the school curriculum, can stimulate environmental awareness in students, inspiring them to adopt sustainable attitudes. The experience had a positive impact, highlighting the relevance of addressing active and accessible methodologies to discuss and learn about environmental issues at all educational levels. However, the present study had its challenges and limitations, such as the time for garden construction and suitable execution schedule. However, such challenges did not hinder the progress and development of the project. Thus, the intended objective was achieved, but it is emphasized the importance of further studies involving environmental themes addressed practically and accessibly to students at all educational levels.
Sequência didática para o ensino da queda dos corpos com auxílio da plataforma de simulação VPYTHON
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-01-31) Silva, Pedro Henrique Ferreira da; Costa, Alex Emanuel Barros; http://lattes.cnpq.br/2231272728491909; Silva Junior, Cícero Julião da; http://lattes.cnpq.br/6493829167422238; Matsumoto, Edson Monteiro
This work presents a proposal for a didactic sequence integrated with an educational product, aiming to enhance students' understanding of concepts related to free fall. Our discussion revolves around the learning of this phenomenon, encompassing its historical development, physical-mathematical formalism, and highlighting the relevance of integrating technology into Physics education, especially the use of simulations as a pedagogical resource. Furthermore, we developed a didactic sequence integrated with an educational product, created on the VPython platform, along with an experimental practice script. In the methodological approach, we employed applied research. The combination of the educational product with the didactic sequence provides significant support for both teachers and students in basic education, regarding the teaching of free fall, and serves as a powerful tool to challenge and correct common-sense conceptions on this subject.
Temáticas do ensino de biologia relacionadas a alfabetização científica
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10-19) Freitas, Heloisa de Almeida; Lima Filho, Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; Vilaça, Fabiana Aparecida; http://lattes.cnpq.br/0666609059760660; Pereira, Danielle dos Santos Tavares; http://lattes.cnpq.br/9518476590236582
Scientific Literacy (SL) is constantly present in studies in the area of Science Education linked to objectives aimed at educational actions in which the aim is to train students who understand the elements of scientific knowledge and their use for analysis and decision-making. The objective of this study was to map the published works (dissertations and theses) between 2012- 2022 on Biology teaching topics related to Scientific Literacy. A mapping was carried out by studies (dissertations and theses) that used scientific literacy in the teaching of biology published between 2012-2022. For this, the BDTD database was used. After applying the previously established inclusion and exclusion criteria, 68 research studies (dissertations and theses) were confirmed, with 25% published in 2020. Regarding the “research focus”, genetics (13%) and ecology (13%) were indicated. 13%) were the most strategic subjects in the studies. Therefore, this mapping allowed the assessment of the quality and reliability of available information sources, as well as evidence that revealed gaps to be filled by future research.

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