Navegando por Autor "Nicot, Yuri Expósito"

Agora exibindo 1 - 15 de 15

Atividades de modelagem matemática desenvolvidas no olhar do modelo semâtico-contextual de tikunoff
(Universidade do Estado do Amazonas, 2019-08-09) Carvalho, Daniel Santos de; Nicot, Yuri Expósito
Modeling Mathematics has been applied in Brazilian classrooms since the 1970s, period of which many studies have been conducted with this pedagogical proposal. This paper deals with the development of Modeling activities in a Computer Science Bachelor Degree class in a Campus of the Federal Institute of Maranhão in the second semester of 2017. In these activities, we sought to identify the influences of the three variables from the Tikunoff’s semantic-contextual model with two students in their educational process. Thus, recordings were made during classroom activities, as well as extra-class meetings held by students. Subsequently, the dialogues were transcribed for analysis, in addition to the researcher's observations during the activities. It was a qualitative research identifying the situational, experiential and communicative variables that influenced the development of the Modeling Mathematics activities performed by the students who participated in the study. It was observed that the identification of the variables of this model contributed to understand the development of teaching and learning process using modeling activities in the classroom.Keywords: Modeling Mathematics. Tikunoff’s Model. Variables
Educação matemática no Ensino de Ciências: contribuições da teoria dos conjuntos na educação de jovens e adultos - uma proposta metodológica
(Universidade do Estado do Amazonas, 2011-08-05) Barros, Ana Maria dos Santos; Nagem, Ronaldo Luiz; Campos, Manuel do Carmo da Silva; Nagem, Ronaldo Luiz; Campos, Manuel do Carmo da Silva; Laudares, João Bosco; Kalhil, Josefina Barreira; Nicot, Yuri Expósito
Mathematical education in the Teaching of Sciences, is discussed with emphasis to the teaching of the Theory of the Conjuncts in the Second Segment of the Education of Youths and Adults (EJA). Para the progress of the Education, an emphasis is given to the historical and philosophical context with the considerations to the History of the Mathematics and Progresses in the Mathematical Education in Brazil. He/she comes a connection among: Logic, Scientific Methods and the Theory of the Conjuncts to be discussed in the Teaching of Sciences. He/she is considered in this research the Axiomatic method starting from the Aristotelian Logic with exemplificações of syllogisms to the preliminary study the Theory of the Conjuncts. Among the mathematicians, Singer was selected among the centuries XVIII to XIX, for considering their ideas in the creation of the Theory of the Conjuncts. He/she comes the definition of the Theory of the Conjuncts from the intuitive notion of groups to the teaching of Sciences for contributions in theories of the several areas of the knowledge. The Mathematical Education appears as Proposed Curricular the Education of Youths and Adults with observations to the qualitative and quantitative reasoning, the Theory of the Conjuncts is discussed in the results obtained after the application of a research instrument to the students of the Education of Youths and Adults in the night schedule in school of the city of Manaus. Some problems were diagnosed, such as: scientific methods, the mathematical language, the language of groups and the notions of Logic, besides the geometric interpretations, applications of the simbologia of the Mathematics, the historical contextualização and the applications of the theory to situation-problems. For not being considered by some authors of text books, the Theory of the Conjuncts has been causing interferences in the learning of Mathematics of the Education of Youths and Adults. The analysis of the application of the questionnaire the Education of Youths and Adults, it seeks the construction of a text book while Proposed Curricular and Methodological to the students of the First and Second Segment EJA. The analysis is mentioned of some text books with some descriptions along a pedagogic practice. He/she identified the scientific problems starting from the analysis, of the elaboration of the questionamentos in proposed subjects. Finally, some considerations the Education of Youths and Adults for the professionals of other areas of the knowledge that supply Mathematics for this Modality of Teaching. The Research is a Proposed Curricular and Methodological with educational purposes and merely didacticisms the Mathematical Education to be discussed with the Coordination of Youths and Adults (COEJA) so that other problems are diagnosed in the educators' formation in Mathematical Education
O ensino de Ciências e a formação de conceitos científicos no 8º ano de uma escola pública de Manaus
(Universidade do Estado do Amazonas, 2019-05-31) Oliveira, Débora Regina Soares de; Kalhil, Josefina Diosdada Barrera; Kalhil, Josefina Diosdada Barrera; Amorim Neto, Alcides de Castro; Nicot, Yuri Expósito
The present dissertation is part of the Research Line Education in science, cognition and curriculum of the Post-Graduate Program in Education and Teaching of Sciences in the Amazon - UEA. The research had as a research problem the following question: How does the formation of Scientific Concepts in the teaching-learning process occur in Natural Science classes in the 8th year of Elementary School? And as a general objective to analyze the relationship between the teaching and learning process of the contents of Natural Sciences and the formation of scientific concepts in the 8th year of elementary school. One (1) science teacher and thirty-nine (39) students from the 8th grade of elementary school, from a public school in Manaus (AM) participated in the study. As data collection techniques we used: semi-structured interview with the teacher, observation of the teaching-learning process and focus group with the students. The data were analyzed from the Historical-Cultural matrix proposed by Vygotsky, using the following categories of analysis: a) Scientific concepts in science teaching; b) Spontaneous concepts and contextualization in the process of forming scientific concepts; c) Difficulties pointed out by the teacher in the teaching-learning process of scientific concepts; d) Problems observed that hinder the formation of scientific concepts in science teaching; e) Indicators of the process of formation of scientific concepts. We analyze the contexts of the study, as well as the teaching activity in the classroom, in the interactive processes of the construction of scientific concepts. As a result it was possible to perceive that the students as well as the Teacher did not abandon their more primitive forms of thought, the thought by Complexes. We perceive that the teaching-learning process in the classroom presents with extreme complexity and difficulty, since many of the necessary aspects involved in the construction of the scientific concepts are not approached correctly in the classroom or even known by the teacher. Keywords: Formation of Scientific Concepts. Teaching-Learning. Science teaching. Historical-Cultural Theory.
Ensino de Ciências para surdos através de Software Educacional
(Universidade do Estado do Amazonas, 2008-11-10) Trevisan, Patrícia Farias Fantinel; Gonzaga, Amarildo Menezes; Gonzaga , Amarildo Menezes; Nicot, Yuri Expósito; Sá , Nídia Regina Limeira de
This essay aims to understand how to deal with Science teaching for deaf students of elementary school initial grades and how a computerized resource can be created and used for improving it in the pedagogical practice of teachers, from the use of educative qualities provided by the media language. This research has had four moments. At the first moment, there is a reflection about the deafs´ language, the scientific concepts and the educational software. At the second moment, we improve the development of the research, from the quantitative and qualitative research, legitimized through the techniques of content, observation and interview analyses. The research has focused on the contrastive analyses of three Science educational softwares and in the practice and speech of Sciences teachers of deaf children of a oralist school and a socio-integrationist school. At the third moment, we present the results, which demonstrate that the educational softwares concerning scientific concepts of Science are not appointed for deaf students. The educational softwares, as do the teachers, work on the scientific concepts in a traditional, mechanical and labeled way, not giving the deaf students the opportunity to build their thoughts. Front to these checks, on the fourth moment, we generate a prototype of an educational software, making use of the signs language and the Portuguese language, to work on scientific concepts with deaf students, based on a socio-integrationist view of the deafness, trough a flexible net of concatenated knowledge.
O ensino de física utilizando elementos naturais como recurso pedagógico e laboratórios virtuais no 9° ano do ensino fundamental na Gleba de Vila Amazônia, Parintins – Amazonas
(Universidade do Estado do Amazonas, 2013-04-04) Fonseca, Maildson Araújo; Nicot, Yuri Expósito; Fachín Terán, Augusto; Nicot, Yuri Expósito; Barbosa, Ierecê dos Santos; Araujo, Rutenio Luiz Castro de; Kalhil, Josefina Diosdada Barrera; Rivera, José Anglada
Much has been said and written on improving physics teaching, introducing dynamic techniques and objective, appropriate methodology for the development of skills and attitudes, preparing the young to life. The years have passed and the tiredness is felt, and so seeks to reflect on the methodologies that are applied in teaching this discipline. This work describes the methodologies used in the field of Gleba Vila Amazonia, in the year 2012 and has as main purpose to show the use of field classes using natural resources, such as virtual lab and methodologies in educational practices in the discipline of physics, the use of experiments, are the most relevant and discussed. Were the ideas of pupils and teachers at the beginning and end of the teaching-learning process on the subject in question. Can't think of advance that students are interested in learning science, as we speak some authors. But contact with experience should wake up in them interest. In this way the results obtained prove that the use of these methodologies, will take students to verify the theory-practice in applied, getting results and significant stimuli.
A experiência visual como elemento facilitador na educação em ciências para alunos surdos
(Universidade do Estado do Amazonas, 2012-08-11) Pinto, Mariê Augusta de Souza; Gomes, Aldalúcia Macêdo dos Santos; Nicot, Yuri Expósito
This work addresses some aspects of education for deaf students, emphasizing the visual experience as a facilitating element in these students’ learning. The present work was carried out during the first author’s activities as a teacher in a school for deaf students in the city of Parintins, state of Amazonas. The activities were developed taking into consideration aspects of visual and spatial perception with the goal of having deaf students acquire necessary skills to construct their own knowledge. Therefore, we propose pedagogical activities to teach various curricular contents, including science, with the aim of facilitating and improving deaf students’ meaningful learning. The pedagogical activities included games, concrete materials and objects, and field trips. In addition, we promoted activities that involved the visual and spatial channels such as images, hands-on, and drawing, considering that deaf students’ learning is mediated by these sensory channels. The use of the Brazilian Sign Language (BSL) to communicate, interact, and stimulate development of deaf students is very necessary in this teaching-learning process. Keywords: Education; Deafness; Visual-Spatial Perception.
Formação de professores de física no centro de estudos superiores de Parintins/UEA
(Universidade do Estado do Amazonas, 2012-10-16) Gomes, Edilson Barroso; Kalhil, Josefina Diosdada Barrera; Kalhil, Josefina Diosdada Barrera; Nicot, Yuri Expósito; Noronha, Evelyn Lauria; Forsberg, Maria Clara da Silva
That research has as objective analyzes as the curriculum influence in the teachers' formation in the Course of Degree in Physics of CESP/UEA of Parintins. It was born of authors Nardi's knowledge & Camargo (2008), Delizoicov and Angotti (1994), Moreira (1986), Krasilchik (1987), regarding the curriculum and the teachers' of Physics formation in Brazil and in Amazon, fact that is now being discussed thoroughly in several works about teachers' formation, some of these works are related in the State of the Art. The methodology of the research follows Gil's recommendations (2010), Creswell (2007) for collection and analysis of the data regarding the teachers' opinions and students of Physics Course on the formation process that you/they are involved. The research is qualitative, being characterized by using the method fenomenológico. The used technique went to the interview with eight teachers that supply classes in the course Physics and their answers were related with the answers of the questionnaires developed with ninety two students of the first, third and fifth period Course of Physics. We identified that some teachers ignore the curriculum of Physics Course and they develop their activities based in the menus of the disciplines. The students, independent of the period also has difficulty in understanding what is the curriculum and their relationships with their pedagogic and professional formation in the Center of Superior Studies in Parintins. Some points of Physics curriculum need to be modified according to the local reality, as the grating curricular, effectiveness of the laboratory in Physics teaching, the teachers' methodology. And, possibly, practiced this proposal there will be improvements in these teachers' of Physics formation in this Unit.
A formação dos conceitos científicos nos anos iniciais do ensino fundamental: uma proposta para o Ensino de Ciências Naturais usando literatura infantil amazonense
(Universidade do Estado do Amazonas, 2020-12-10) Silva, Maria do Livramento Galvão da; Fachín Terán, Augusto; Nicot, Yuri Expósito; Fachín Terán, Augusto; Barbosa, Ierecê dos Santos; Nicot, Yuri Expósito
La preocupación con el proceso de aprendizagen de las ciencias llevo a los profesores y investigadores a realizaren investigaciones que identifiquen la importancia de valorizar los conocimientos previos de los alunos y su relevancia para la formación de los conocimientos científicos. En base a este enfoque el objetivo de este trabajo es investigar la forma como el proceso enseño-aprendizagen de las Ciencias Naturales en los años iniciales del Enseño Fundamental esta siendo desarrollados para la formación de conceptos científicos en función de la aplicación de los Parámetros Curriculares Nacionales y de la Propuesta Curricular del CIBEF. Fue utilizado en la investigación una abordagen cualitativa, la misma que fue caracterizada por entrevista del grupo focal, entrevista semi-estructurada individual, observación y descripción de los fenómenos. Pata tal fin, fueron realizados observaciones de las aulas de Ciencias Naturales en 4 turmas del quinto año del Enseño Fundamental y observaciones de las acciones de los niños en el ambiente escolar de una escuela pública estatal. Después de las observaciones y entrevistas, se realizo una investigación en el Laboratorio Abierto (experimentación) con base en las orientaciones de Azevedo (en: CARVALHO, 2004) para la busca de respuestas a los problemas levantados por los alumnos durante las aulas sobre los conceptos en estudio. Los resultados y análisis fueron registrados por medio de anotaciones escritas, fotografías y dibujos de los alumnos. La discusión de los resultados fueron realizadas sobre el enfoque de la formación de los conceptos cotidianos y científicos propuestos en la perspectiva de la aprendizagen constructivista en base de las concepciones de Piaget (1987), Vygotski (1998) y Ausubel (1980), además de otras contribuciones de investigadores que trabajan con el proceso de formación de los conceptos en ciencias. Los resultados de la investigación permitieron la elaboración y aplicación de una propuesta para el enseño de Ciencias Naturales con la inserción de la Literatura Infantil Amazonense como organizador previo y facilitador de la comprensión de los conceptos científicos a ser estudiados en el enseño de las ciencias naturales en los años iniciales del Enseño Fundamental.
A indisciplina e o processo de ensino e aprendizagem em ciências naturais: um estudo no ensino fundamental II
(Universidade do Estado do Amazonas, 2013-12-17) Martins, Lizandra Vieira; Nicot, Yuri Expósito; Kalhil, Josefina Diosdada Barrera; Gomes, Ana Lúcia Silva
The dissertation presents the results of a qualitative research on school indiscipline and the teaching and learning process in the curriculum component of Natural Sciences, a study in Elementary School II with students and teachers from two schools located in the city of Manaus, state of Amazonas. One from the public network and the other from the private network. Studying the phenomenon of school indiscipline and its implications for the teaching-learning process was the general objective of this research, since indiscipline in the classroom presents itself as one of the most worrying problems of school reality today. In this way, the composition of the theoretical framework was based on a variety of conceptual understanding about school indiscipline, highlighting its possible causes and influencing the student’s learning difficulty, going through texts, articles, monographs, dissertations, theses and books by theorists who studied about this topic.The research was developed in stages, the first referring to the study and observation of the initial conditions of the teaching-learning process that allowed to establish the theoretical foundation, the second where the field research was carried out, using the qualitative research method. This step, which can also be considered as data collection, allowed to make observations of the daily classroom, answering an observation questionnaire, in addition to also conducting a questionnaire to teachers and students of the observed series. Among the results obtained, it is noteworthy that the age group and family environment directly influence school indiscipline, with peculiarities and similarities between the undisciplined public school and the private institution, and that teachers and students share parts of blame on school indiscipline, each in their own way. In this way, the results confirm that school indiscipline make it difficult to learn student knowledge mainly about the form of lack of attention and concentration in classrooms. Keywords: school indiscipline; sciences; learning process.
Matemática e interdisciplinariedade: um desafio para os professores de duas escolas públicas de Manaus
(Universidade do Estado do Amazonas, 2013-03-28) Paulo, Monique de Oliveira; Kalhil, Josefina Diosdada Barrera; Kalhil, Josefina Diosdada Barrera; Nicot, Yuri Expósito; Oliveira, Nilomar Vieira de
This work grew out of an investigation focused on interdisciplinarity, which was prepared with the purpose of making an analysis of teachers' conceptions of mathematics, research subjects, about the interdisciplinary teaching across the curriculum. In this path were also analyzed the practices of these professionals. The survey was conducted in two public schools located in the city of Manaus. To achieve our goal we chose a qualitative research method based on Creswell (2007) and Gil (2010). To guide this process, we adopted epistemological approach to phenomenology, as this enabled us to know the ontological aspects reported by the research participants. Data were obtained through the techniques of observation (in the classroom) and interviews (made with teachers). Participated in the survey, seven teachers, four teachers of the first school and three of the second, both belonging to the same district coordination office. With the results, we found that most teachers have a general idea of interdisciplinarity and we know the requirement of curriculum proposals on interdisciplinary teaching, however, it was not what we found in the practice of most of these teachers. Therefore, the existence of an interdisciplinary approach to support the teaching-learning process remains undoubtedly a challenge. Key-words: Mathematics. Interdisciplinarity. Curriculum. Teachers.
Método de análise e validação das investigações de educação em ciências critérios dos especialistas
(Universidade do Estado do Amazonas, 2016-08-10) Nicot, Yuri Expósito; Cardoso, Nerio Aparecido; Souza, Jerson Sandro Santos de
We present a method for assess results of research in Education, through the "Criterion of Experts", designed after the systemic restructuring of the Delphi Method. The methodology used results of doctoral studies as important indicators for the area of Education, held in the Graduate Program "Amazon Education Network of Science and Mathematics" - REAMEC. In the evaluation of these results are considered the following elements: problem, general purpose, methodology, and results obtained in this research. The sample composition of 16 experts who was obtained from the curriculum repository of the National Council for Scientific and Technological Development - CNPq. After starting the data collection process, it was necessary other interactions among participants, which led to the individual and collective reflection of so-called "experts" in the evaluation of the indicators. Starting from the instruments initially provided by the authors in order to evaluate knowledge and skills of participants in the issue at hand, it was possible to select the experimental sample, which allowed through individual assessments of each indicator and reflections state that the "method of experts" may be used in research with a qualitative or quantitative approach or even both in the same study. Keywords: Analysis and Validation. Delphi method. Qualitative research. Statistic.
A natureza da ciência das visões deformadas à rejeição
(Universidade do Estado do Amazonas, 2016-08-08) Nicot, Yuri Expósito; Souza, Jerson Sandro Santos de
This research allowed to attend our main objective: to determine the relationship between "contemporary vision" of teachers and high school students about the nature of science and the rejection phenomenon (unpleasant physiological, cognitive and behavior reactions) during the learning-teaching process of Science and Mathematics; with 44 students as subjects from different undergraduate courses in higher education institutions of the city of Manaus-AM. The methodological procedures has a qualitative approach, including content analysis, questionnaires, etc. The results show that the rejection to Mathematics (and science) "traumatically" takes place in a teaching and learning environment which emphasizes a rigid and algorithmic view of the nature of Science. Based at the results found in this research, those involved in Science and Mathematics teaching process should not only be concerned with the understanding of natural phenomena, with the development of logical reasoning, among others; but also provide the student the acquisition of an adequate view, more humane about the nature of Science and Mathematics, encouraging students to overcome previous ideas. Keywords: Warped Views of Science. Rejection to Mathematics. Science and Mathematics Teaching.
Pesquisa em Ensino de Ciências: proposta tecnológica para definição de projetos no contexto do programa de apoio à iniciação científica
(Universidade do Estado do Amazonas, 2008-06-20) Ferreira, Rosilene Gomes da Silva; Santos, Elizabeth da Conceição; Santos , Elizabeth da Conceição; Medina, Naná Mininni; Nicot, Yuri Expósito
In the current stage of the teaching of Sciences, three facts may be emphasized. First, despite the development of the teaching of Sciences as an area of expertise with its own theory and methodology, new trends are not automatically incorporated into the training of teachers who, for example, are not encouraged to search. Secondly, the large volume of research in science in general and in teaching of Science, in particular, has not driven the search for solutions to problems facing education, offering approaches not always suited to the reality of the Amazon region. Thirdly, the use of information technology has shown ample educational opportunities, both for storage and for data processing, but there are no guarantees that the physical presence of the hardware leads to immediate advances in education if teachers, students and administrators do not dominate this technological resource. This research investigated how a potential integration research-education could influence the perception and solution of the diary problems of teaching of Sciences. So, following objects were defined for analysis: scientific research program (PROFIC) developed by scholarship students of the University of the State of Amazonas (UEA), within the area of teaching of Sciences, and interviews with teachers of the public schools in the city of Manaus. These scholarship students were teachers in training in various degrees, and the issues raised in these projects could be faced with the point of view of Sciences` teachers about their own pedagogical practice. Analysis of these data showed much agreement on what was perceived as a difficulty for researchers and teachers. To improve integration between research and teaching, the study suggested guidelines for educational topics not covered in current researches. Research projects from undergraduate students would be more integrated with local reality. A computational system is presented as a tool to stimulate and reorder this work to integrate and disseminate research in teaching Sciences: the so-called information system on research in teaching in Sciences at Amazonas (SIPEC- AM).
Processos cognitivos considerações acerca das dificuldades de aprendizagem
(Universidade do Estado do Amazonas, 2013-01-11) Dutra, Ana Claudia Maquiné; Ghedin, Iliane Margarete; Ghedin, Leila Marcia; Nicot, Yuri Expósito
The knowledge of theoretical aspects about the cognitive process involving the science didactics allows to obtain a systematic vision of the structural functions built by the human through their sensorial reflex, representations, thoughts and remembers, taken of the external world and that are communicated by the language, as well as their implications facing the difficulties of everyday learning at school. The anxieties aroused by the teacher‟s during different discussion moments and teamwork, into the Postgraduate program of Academic Masters‟ in Science Teaching of Amazon leaded to try to contribute, even shyly, for such problems. The article aims to study the cognitive processes in order to bring some contributions that could clarify even more the learning difficulties in school life. In this sense, for methodology we opted bibliographic research based in authors whose address in their works the cognitive process and its relation with learning difficulties. Emphasizes the language dominance importance and the communication for the student, as an indispensable for the improvement of the cognitive capacities and the mental operations that can demonstrate the great brain function in individuals who learn, even being limited some of his entrances for the reception of incentive and everyday knowledge and the science content. Keywords: Cognitive Process. Learning Difficulties. Consciousness and Language. Motivation, Affectivity and Emotion.
Os processos cognitivos da aprendizagem matemática por meio de uma didática específica para estudantes surdos
(Universidade do Estado do Amazonas, 2013-04-23) Pinto, Mariê Augusta de Souza; Nicot, Yuri Expósito; Nicot, Yuri Expósito; Barbosa, Ierecê; Correia, Cláudio
The present study hunts to do a theoretical analysis of the investigations about the processes of learning of Mathematics contents associated to logical thought and the solving problems of deaf students by Brazilian Signal Language (LIBRAS). In general aspects, it is analyzed how the cognitive processes (reasoning and solving Mathematics problems) are stimulated and how it is developed by under-graduated students during the interactive activity with deaf students. The research is qualitative involving ten (10) deaf students from a specialized school for Deaf Education, in Parintins, Amazonas, by using as provoking didactic instrument the creation and the didactical implementation of a multiplication table entitled “MinhaTabuadaem Libras”which aims to favor and potentializeit as a support for educators to develop other mechanisms that make much more feasible the learning of that student. By those ways pre and pro tests were applied in order to found the objective of the research as well as to prove whether the learning of the student in consideration happens in the same levels of hearing student. The research solves the scientific problem which has as basis: “ How does the learning of Mathematics problems happen associated to logical thought and reasoning of deaf student by LIBRAS?”. The theoretical referent which allowed the made of the theoretical mark to structure the research has the ideas of Sternberg (2010) relating to cognitive processes, language, signs language and others. Also it is important to emphasize the works of Gesser (2009), Chomsky (1975), Laborrit (1994) etc. The use of plays, bingos and other concrete materials were significant as facilitators to learning in special Brazilian Signs Language (LIBRAS) necessary in the process of communication, interaction and the development of non-hearing people.