http://repositorio.ifam.edu.br/jspui/handle/4321/734 2026-04-05T17:56:04Z http://repositorio.ifam.edu.br/jspui/handle/4321/1705 Título: Desenvolvimento sustentável e jardim sensorial por meio da aprendizagem baseada em projetos - ABP Autor(es): Silva, Jander Ramires Rodrigues Primeiro Orientador: Lucena, Juliana Mesquita Vidal Martinez de Abstract: Sustainable Development (SD) is based on three pillars: Environmental, Economic and Social. Nowadays, with technological advances and innovative production processes, how are students learning this concept? For this research, a Sensory Garden (JS) already implemented at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Centro, was used for students of the 1st year of High School in the class of the Technical Course in Chemistry, where it established the following problem question: “How to develop activities for teaching Sustainable Development from a Sensory Garden?”. The general objective was to investigate the contributions of a JS to the understanding of Sustainable Development and its Objectives, to students of the 1st year of high school. And as specific objectives, to propose Project-Based Learning (PBL) as a teaching methodology to approach SD based on the UN's 2030 Agenda, through the JS. And in addition, verify the potential of using JS as a didactic resource and non-formal teaching space, for the promotion of DS and its Objectives. The research approach was qualitative and the teaching method adopted was based on PBL. The insertion of the theme was aligned with the National Common Curricular Base, in the context of competences and abilities to be developed by the students, as well as the Transversal Contemporary Themes. The ABP project was developed in the form of a workshop lasting three hours (3h) presenting the JS as a non-formal teaching space, in order to promote students' awareness of environmental issues. After the methodological process, it was observed that the students were able to relate the SD to the JS, through observation and analysis of the Sustainable Development Goals (SDGs) that are part of the 2030 Agenda, presenting characteristics of the concepts addressed during the Workshop “Looking for Sustainable Development. And in the socialization of the artifacts elaborated by the groups, it was clear that the students were able to answer the driving question worked on in the structure of the PBL Workshop in Table 2. Tipo: Trabalho de Conclusão de Curso 2023-02-08T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1660 Título: Olhares em formação: a valorização dos povos originários e a Semana dos povos indígenas no IFAM-CMC Autor(es): Assis, Andreza de Souza Tipo: Capítulo de Livro 2024-01-01T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1658 Título: Plantas medicinais e as tradições indígenas Autor(es): Silva, Renata Maria da; Ribeiro, Louisiane Torres Tipo: Capítulo de Livro 2024-01-01T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1488 Título: Utilização de jogos digitais no ensino-aprendizagem de genética e síndromes genéticas para alunos do ensino fundamental ii em uma escola pública na cidade de Manaus-AM Autor(es): Barros, Aline Silva de Souza Primeiro Orientador: Pinto, Elson Antonio Sadalla Abstract: Difficulties related to teaching-learning concepts of genetics have been the object of numerous educational researches aimed at the development of pedagogical tools and methodologies that seek to improve teacher performance and student performance in the classroom. The main objective of the present study was to develop a pedagogical intervention using the potential of digital games as a pedagogical aid for teachinglearning the basics of genetics (DNA, genetic inheritance, chromosomes and human karyotype) and genetic syndromes for 9th grade students of elementary school in a public school in Manaus. The study used as a guiding methodology the Design Based Research (DBR) according to Reeves' proposal, which is divided into four phases: (1) problematic; (2) artifact development and intervention; (3) application of the intervention and its evaluation, and finally (4) reflection to produce design principles. As an intervention proposal, an interactive class was created based on the use of educational games developed from the thematic concepts of genetics and genetic syndromes in order to challenge students to build knowledge on the subject. For the elaboration of these games, the wordwall tool was used, a technological platform for game creation without the need for programming knowledge for the proper elaboration. A natural science teacher and 69 students divided into four classes participated in the research. As a result, it was observed that the students before the intervention did not have mastery over the basic concepts of genetics and genetic syndromes, after the intervention, it was possible to notice that the proposed games contributed to the construction of new knowledge about the concepts about genetics and genetic syndromes. Furthermore, the artifact developed “playing scientist” stimulated the students not only to create solutions to real problems, but also was a means to generate empathy. From the perspective of the researched professor, the intervention brought new perspectives to the teaching of genetics in the classroom, and it became a great alternative for teaching-learning the subject. The use of digital games is even more recurrent in an increasingly digital society, being an excellent option to engage students in a fun and dynamic way in the learning process. Tipo: Trabalho de Conclusão de Curso 2021-12-15T00:00:00Z