Navegando por Autor "Oliveira, Josimara Cristina de Carvalho"

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As concepções de estudantes da pós-graduação sobre a importância da experimentação no ensino de ciências
(Universidade do Estado do Amazonas, 2016-01-14) Costa, Rita de Cássia Silva; Lima, Régia Chacon Pessoa de; Delgado, Oscar Tintorer; Souza, Juciel Silva; Rizzatti, Ivanise Maria; Oliveira, Josimara Cristina de Carvalho
This study aims to investigate the conception of graduate students in science education about the use of experimentation with alternative materials in practical classes, in order to contribute to the teaching and learning of Science in basic education. This research was carried out in 2014 in the chemistry laboratory of the State University of Roraima, during the classes of the subject "Experimentation in Science Education" with the participation of 8 graduate students from the areas of Chemistry, Physics, and Pedagogy. The activity consisted of the development of two experiments, which addressed concepts were discussed based on previous knowledge of the participants. After the activity, a questionnaire was applied, which analysis revealed the importance of experimental classes in a participatory and meaningful learning perspective. The results showed that most of the material was considered interesting and the use of experimentation is an important activity for the teaching-learning process. Keywords: Science teaching. Teaching-learning. Laboratories.
Experimentação no ensino de ciências: relato de experiência e proposta interdisciplinar
(Universidade do Estado do Amazonas, 2018-01-02) Santos, Marlene Schlup; Lima, Régia Chacon Pessoa de; Oliveira, Josimara Cristina de Carvalho
This article aims to present and propose an interdisciplinary experience for Science Education. The experience and subsequently the proposal emerged from the lessons in both Biology and Chemistry laboratories at the Science Teaching Master at the State University of Roraima, Brazil. All difficulties in carrying out interdisciplinary work are known, bringing together disciplines of the same area of knowledge, even gathering seemingly distant areas such as Philosophy. It is searched to overcome this fragmentation of disciplines, whose logic is inherent in the current system, with the use of reflection and philosophical dialogue. It is believed that the Science Education must have a critical engagement and political involvement in order to realize the importance of science and its application in all human activities. It is suggested reflections on a dialectical perspective, from authors with significant references to the Science and Philosophy of Education in order to provide relevant and contextualized debates for teaching and student learning. The first part presents the discussion of the authors on the Science Education, the second one discusses the possibilities of interdisciplinarity with philosophy, and the third part presents suggestions. Keywords: science education. philosophy. interdisciplinarity.
Sequência didática no ensino de fotossíntese para alunos surdo com base na teoria de Ausubel
(Universidade do Estado do Amazonas, 2016-01-08) Fredo, Angélica Maria Sampaio; Oliveira, Josimara Cristina de Carvalho; Ghedin, Evandro Luiz; Santos, Elane de Sousa
This research was carried out in a public school at Boa Vista-RR with two deaf students from ninth-grade from a Elementary School, in Sciences classes at the Multifunctional Resources Classroom - SRM, where the Specialized Educational Attendance - AEE takes place for students with Special Educational Needs - NEE. The first stage of this work consisted in the development, application and assessment of the didactic sequence about photosynthesis, with activities in bilingual mode, using pedagogical resources such as videos, pictures, and experiments. The theoretical perspective which guides the study is the Meaningful Learning Theory by David Ausubel and a qualitative approach, and the ethnographic research in Education as methodology. From this study, it was evidenced that the use of a differentiated methodological approach, with visual resources used in bilingual mode on the deaf student teaching, contributes in a satisfactorily in the acquisition of Scientific concepts. Keywords: Didactic sequence. Photosynthesis. Multifunctional Resources Classroom.