Navegando por Autor "Rodrigues, Juliana Viana"

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Fauna parasitária de Amazophrynella manaos (Anura: Bufonidae) coletados em três áreas de Manaus
(Universidade do Estado do Amazonas, 2018-11-28) Rodrigues, Juliana Viana
The study of the parasitic fauna of the vertebrates is important for the ecological knowledge of the area, and as the anthropic changes affect it, amphibians are sensitive animals to these changes, soon their parasites are also. But many amphibians in Brazil have not even been thoroughly described yet. As is the case of the species Amazophrinella manaos, which occurs in the city of Manaus. The specimens were collected at three points within the city, the PAREST Sumaúma, the university campus of Ufam and the Museum of the Amazon, totaling 186 specimens collected. Of these, only 34 were parasitized by at least one parasite. A total of seventy-two parasites were found: 56 nematodes between larvae and cysts, and 16 acanthocephalas between the larval stages of cystokanus and acanthus. Adult parasites were found, but because there were no males in the samples, it was not possible to identify them, which were then standardized to phylum.
Utilização de jogos didáticos no processo de ensino-aprendizagem em biologia
(Universidade do Estado do Amazonas, 2019-01-07) Alencar, Gabriela Maciel; Rodrigues, Juliana Viana; Gomes, Márcia de Castro; Araujo, Cleusa Suzana Oliveira de
The aim of the study was to evaluate the contribution of using didactic games in the teaching-learning process in Biology of senior high school students’ through GPA average, considered as the only quantitative method used in the public system. The game was the tool chosen considering its importance as a methodological tool that enables more social interaction, awakens the creativity and potentiates logical reasoning. This study was done through a Brazilian teaching program called PIBID in public high school in Manaus, Amazonas. Didactic games were used after theoretical content, in which, for the first bimester, no game was used, and in the second and third bimesters, the games were applied. At the end of school year, the GPA average was compared between senior classes and it was possible to observe improvement in Biology grades. The students were also asked to answer a questionnaire about the contents throughout the year and improvements in their answers; the willingness to participate and externalize their ideas as well as accomplishing the objective of each game was shown. The use of didactic games along with theoretical classes contributed to improvement of the teaching-learning process in Biology. Keywords: Didactic games. Teaching-learning. High School. Biology.