TCC Ciências da Natureza e Matemática
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Item Concepções do universo: uma sequência didática interligando história e filosofia das ciências (HFC) e a natureza das ciências (NDC) com aprendizagem baseada em problemas (ABP) nas aulas de física(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-29) Santos Junior, Antonio Barbosa dos; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127; Webler, Geovana Dresch; http://lattes.cnpq.br/3544430798269851; Webler , Geovana Dresch; http://lattes.cnpq.br/3544430798269851; Claudino, Elder de Souza; http://lattes.cnpq.br/2706881213553955; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470; Silva, Rodrigo Raposo da; http://lattes.cnpq.br/2108795591066621Given the difficulties encountered in including Astronomy teaching in basic education, especially in high school, whether due to lack of time due to the key content requested in Enem and entrance exams, as well as the lack of contact and experience of teachers with astronomy subjects. It is necessary to bring discussions of the content that Astronomy addresses due to its interdisciplinary nature and potential to engage contextualized Science teaching in the classroom. However, given the specific competence 2 of Natural Science and its Technologies present in the BNCC, this article aims to propose a didactic sequence regarding the understanding of the Conceptions of the Universe throughout history. Thus, the respective didactic sequence integrates History and Philosophy of Science (HFC) and the Nature of Science (NdC) with the Problem-Based Learning (PBL) methodology for Physics classes. The proposal seeks to promote meaningful learning, allowing students to understand the evolution of cosmological models and the construction of scientific knowledge. The teaching sequence is structured in stages that encourage investigation, debate and critical reflection, articulating Astronomy content with epistemological and historical aspects of science. The expected results include the development of critical thinking, the understanding of science as a dynamic and human process carried out by several individuals according to the social context and time in which it is inserted, without the presence of anachronism. Keywords: Teaching Physics, Astronomy, History and Philosophy of Science,Item Al-Jahiz: naturalista mulçumano que pode ter contribuído para o desenvolvimento da ideia da seleção natural de Chales Darwin(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-18) Araújo, Lica Lorraynne Correia; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470; Cardoso, Matheus Luciano Duarte; http://lattes.cnpq.br/5191014756788224The naturalist al-Jahiz (776-868) was one of the most important Arab writers of his time, possibly having formulated one of the bases of the Theory of Evolution. His book Kitab al- Hayawan (The Book of Animals) could have been one of Charles Darwin's foundations for developing the idea of Natural Selection of Species. The research sought to verify the problems involved in the knowledge about the history of biology, specifically in the construction of the Theory of Evolution. Seeking to put the researcher in contact with as many sources as available on the chosen topic, all data were collected and interpreted, organized and divided for the construction of the research. The official national documents when referring to the work with the Theory of Evolution of the species only the name of Darwin and Lamarck and their ideas are requested or mentioned. There are still difficulties in researching oriental scholars, but it is necessary to highlight the importance of al-Jahiz as a researcher for the history of Islamic science and for the history of world science, with an emphasis on the areas in which he worked, such as biology and evolutionary ideas.Item Rotação por estações como metodologia ativa para compreensão das etapas de tratamento de água no ensino de química(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-02-23) Silva, Mariana Barboza da; Rocha, Marcos Oliveira; http://lattes.cnpq.br/3354578438246936; Rocha, Marcos Oliveira; http://lattes.cnpq.br/3354578438246936; Cardoso, SÍlvia Helena; https://orcid.org/0000-0002-8038-2007; http://lattes.cnpq.br/8742458765678524; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470In worldwide pandemic scenery the education needed to explore new methodologies of teaching that would keep continuity to the given classes in pandemic and the exploration of new topics which would be related to the student in the same scenery. The goal of this paper consisted in an elaboration of a didactic research, using a rotation for stations to assist the process of learning in thematic stages of treatment of water for students in the high school. The methodologic approach of this paper was qualitatively done, through research; 23 students participate voluntarily with this work, and the instrument to collect the data was a quiz made with 21 objectives and subjective questions. The classroom was divided in four stations with different activities, the students parted in groups and they had 20 minutes to accomplish these following activities such as virtual game, CTSA reading and the experimentation, after the timed time, the groups rotate simultaneously to the other stations. The work also evaluated the participation and the students’ expressed feelings. Analysis and evaluation of the participation in the quiz, were a primordial instrument for the obtained results in this research, and it shows that resort to active methodologies is important to motivate, instigate, mediate and also brings the individual responsibility in their teaching and learning process. The results showed how much the pandemic, provoked by the virus SARS-COV-2, potentialized the inequalities related to the access of school environment, the difficulties shown by the students were: demotivation to the remote teaching approach, accessibility to digital, responsible unemployment (obligating some of them to help in household income). Those were even more strong aggravating to the school evasion during the years between 2020 and 2021.