http://repositorio.ifam.edu.br/jspui/handle/4321/735 Fri, 03 Apr 2026 12:49:30 GMT 2026-04-03T12:49:30Z 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 Wed, 08 Feb 2023 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1705 2023-02-08T00:00:00Z 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 Wed, 15 Dec 2021 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1488 2021-12-15T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1104 Título: Percepções de alunos do ensino médio quanto aos conceitos fundamentais da genética básica: um estudo de caso Autor(es): Lopes, Karoline Duarte Primeiro Orientador: Silva, Cirlande Cabral da Abstract: Although it is known the importance that permeates the genetics of learning for academic and personal life of each student, this study sought to know, through the case study, if students are aware of such relevance. Therefore, the scientific problem investigated aimed to know the perceptions of the fundamental concepts of genetics for high school students. He sought to understand what the difficulties pointed out by them in learning this content and also provide a learning strategy that overcomes the traditional teaching and facilitating the study of the basic concepts in genetics. The research was developed at a school teaching the public network in the city of Manaus / AM with students from two classes of second year of high school. The information was obtained through direct observation and participant questionnaires and interviews. These data were analyzed qualitatively according to the guidelines of discursive textual analysis. The findings show that often the teaching addressed in the classroom material only by memorizing concepts, thus losing the context of the concepts and without clarifying that genetics is a science that involves the everyday life of each individual. It was noted that students have the perception that genetics is too hard to understand it, because of the large vocabulary surrounding the matter, do not see sense in studying the subject, except to get approval in the vestibular and are therefore uninterested in most cases. One of the possibilities for change in this situation is the dialogue-based lecture which is a strategy that has been suggested to overcome the traditional teaching, to promote the participation and involvement of students on the above subject. Tipo: Trabalho de Conclusão de Curso Mon, 19 Dec 2016 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1104 2016-12-19T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1103 Título: Iniciação à docência no IFAM: contribuições do PIBID para a formação docente em ensino de ciências Autor(es): Tanaka, Ana Lúcia Drumond Primeiro Orientador: Anic, Cinara Calvi Abstract: Teacher training is a recurring approach in production and academic debates. In the quest for quality in teacher training, new ground has been trodden by academic institutions. From this perspective, the Ministry of Education created in 2007, the Institutional Scholarship Program Introduction to Teaching (PIBID). This program provides scholarships for undergraduate students participating initiation of projects to teaching developed by higher education institutions (HEIs) in partnership with basic education schools in the public school system. Due to the importance of that program in 2013, with the change in LDB, was regarded as the country has a Public Policy program, the work that follows aimed to identify its contributions to initial teacher training from the perception of undergraduate fellows program of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The survey presents qualitative approach which data collection was based on two instruments: a questionnaire and documentary research on the PIBID-IFAM. Questionnaires were administered to 15 fellows from initiation to teaching the IFAM in the year 2013, undergraduate in Chemistry and Biological Sciences. The documentary research was based on the following documents: the first notice of CAPES public selection convening of PIBID (Notice MEC / CAPES / FNDE No. 01/2007), the institutional design PIBID / IFAM and the legal basis of PIBID through LDB No. 9.394 / 1996, Decree No. 7.219 / 2010 and Law No. 12.796 / 2013. The analysis points to the real potential of PIBID, institutional level, confirming their contributions to the initial training of undergraduate and appreciation of the teaching profession in the Basic Education of the public school system. In addition, it was noted that the Programme contributes in a representative way for the construction of teaching knowledge and training of research professor, both in the initial training of undergraduates, and in continuing education, as teachers of basic education, participants of the program, experience moments of reflection about their practice and the practice of their students, which triggers improvements in pedagogical teaching practices. Tipo: Trabalho de Conclusão de Curso Mon, 25 Jan 2016 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1103 2016-01-25T00:00:00Z