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URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/4822

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Relatos sobre as práticas pedagógicas de ensino das Ciências com crianças da educação infantil
(Universidade do Estado do Amazonas, 2012-08-11) Silva, Maria do Livramento Galvão; Aikawa, Monica Silva; Terán, Augusto Fachín
In 2012, the City Department of Education of Manaus (SEMED), implanted a Systemized Science Teaching Program (PESC) in the municipal system, focused in early childhood education. After PESC been implanted in early childhood education center, teachers had continuous training to be able to apply methodology and resources available by the referred program. After first semester using the experimental technological and didactical resources, the Regional Division of Education II with educational advisory assignments performed a socialization using those science teaching experiences in childhood education. This activity aimed to socialize and consider the pedagogical practice performed by science teachers. The teachers presented their actions by mean of slides, dramatization, oral reports, photographic exhibitions, short films, etc. Teachers’ experiences reports were valuable, presenting: the scientific knowledge could be introduced to children in early grades; science teaching in children introduces a possibility to develop writing and reading skills as constructive process; the opportunities to consider the pedagogical practices from reported experience leads the teachers to restructure their teaching practice. These results are considered in language and science teaching training approach (MORTIMER, 2000), written language of psychogenesis (FERREIRO & TEBEROSKY, 1999) and life stories and subject constitution (KRAMER, 2010) Keywords: Childhood education. Science teaching. Pedagogical practice.
A inteligência naturalista e a educação em espaços não formais um novo caminho para uma educação científica
(Universidade do Estado do Amazonas, 2012-08-04) Teixeira, Hebert Balieiro; Queiroz, Ricardo Moreira de; Ghedin, Evandro; Almeida, Danielle Portela de; Terán, Augusto Fachín
This paper proposes a new approach to education in educational spaces outside the classroom, from a cognitive analysis. It is based on the theory of multiple intelligences by Howard Gardner, which asserts the existence of eight human intelligences, including the naturalist intelligence. The text is developed through evaluation of educational practice, from the perspective of naturalistic intelligence. This work includes a bibliographical review of ideas related to the topic in question. The goal proposed by this theoretical essay is to analyze how the naturalist intelligence proposed by Gardner may apply in non-formal educational spaces and promote scientific education. The conservation of natural resources is essential to a better quality of life and education outside of school, comes this line of thought to stimulate the process of scientific knowledge and awareness of the environment in which we live. The use of these spaces helps in the process of teaching and learning and makes the classes in these spaces, motivational and inspirational teacher should take to teaching with the responsibility to provide the student the privilege of building scientific knowledge. Several educators, for they ignore the characteristics of educational spaces in your community, do not fully utilize their educational potential turning this practice into educational or recreational ride, letting slip the opportunity to build from that moment experienced, a scientific education. Keywords: Naturalistic Intelligence. Non-formal spaces. Science education
O estágio docência na formação do mestre em ensino de ciências na Amazônia: relato de experiência
(Universidade do Estado do Amazonas, 2013-01-22) Almeida, Danielle Portela de; Terán, Augusto Fachín
Teaching internship is a curricular activity for students who attend post-graduation in masters’ in Science education, defined as participation at undergraduate teaching. This paper aims to present the experience in this activity through the discipline “Methodology of Teaching/Learning of Natural Sciences” and to analyze the evaluation made by students on this discipline. The content taught approached subjects about science teaching, teaching methodologies and educative practices in non-formal education. For assess on the impact of the discipline on student learning we applied a questionnaire consisting in open and closed questions, and reserving the right to reply. Through the analyzed information and description of experienced activities, we perceive the interest and changes in the student's training path. This experience becomes important in the training of the future Master in Science Teaching in the Amazon region, because the internship provides practical experience in teaching, and intellectual enrichment. Keywords: Teaching Internship. Teacher training. Science Teaching.
Condições de ensino em Zoologia no nível fundamental: o caso das escolas municipais de Manaus - AM
(Universidade do Estado do Amazonas, 2013-01-11) Santos, Saulo Cézar Seiffert; Terán, Augusto Fachín
The contents of zoology contribute to the students' knowledge in basic education, with the purpose to avoid of misconceptions about the animals. This research aimed to understand the conditions of physical materials, contents and current Zoology teaching practices of Municipal Schools of Manaus. For this purpose, we visited Municipal Schools in the east zone of the city, with the participation of 46.5% of science teachers and 52% of educators. For data gathering we applied questionnaires with open questions, closed and closed-open. For data analysis we applied the percentage absolute, relative and qualitative analysis. The main practices were expository, emphasizing the morphophysiological structures without traditional education, using examples of the regional fauna. These practices are consequence from the actions of school management and educational policy. Key words: Natural Sciences. Teaching of Zoology. Elementary School.
A educação científica na educação infantil
(Universidade do Estado do Amazonas, 2013-01-11) Ghedin, Leila Márcia; Marques, Fábio Francisco de Freitas; Terán, Augusto Fachín; Ghedin, Iliane Margarete
This article addresses the relation and importance of scientific education in early childhood education and its place in the curricular plan of training course of teachers. This work has a bibliographic approach, analyzing the possibilities of development at scientific education in early childhood education. For this purpose, we resort authors like Corrêa (2003), Cachapuz (2005), Oliveira (2009), Rocha & Fachín-Terán (2010), Demo (2010), Chassot (2011), Fachín-Terán (2011), Santana et al. (2011). Based on these authors we perceived paths to vehemently elucidate this relevant subject in childhood education. Throughout the activity, it was revealed that early childhood education, the scientific education and the teacher training are completely related. Thus, the difficulty to apply the scientific education in early childhood education begins at the teacher training, because they should be provided and based with new methodologies that truly promote this relationship of science education in early childhood education. Keywords: Scientific Education. Teacher Training. Early Childhood Education.
O uso da expressão espaços não formais no ensino de ciência
(Universidade do Estado do Amazonas, 2013-07-23) Santos, Saulo Cézar Seiffert; Terán, Augusto Fachín
There are situations in science teaching that could be difficult to introduce and teach in classroom. As an alternative to this problem, we have the non-formal spaces, but, in literature there is a polysemy using this expression. The objective of this work is to analyze the possibility to build a concept of non-formal spaces for the brazilian pedagogical reality. For this purpose, we researched and analyzed international and national bibliographic material in post graduate level, from 2000 to 2010, available in Capes’ database. In both, national and international, we perceive that the term “non-formal” is different. In the national context recently has been valued formal teaching actions, and appropriated the educational spaces outside the school, reported mainly in science teaching researches. However, this term has been modified conceptually from Non-formal Education to Non-formal Spaces. The assertion of using the non-formal spaces in post grade researches, especially in masters’ grade could be explained in order to present final products from researches. Keywords: Concept. Non-formal Spaces. Science Teaching.
Práticas para o ensino da química e matemática no espaço não formal Bosque da Ciência
(Universidade do Estado do Amazonas, 2014-05-09) Mota, Denise Medim da; Jesus, Raine Luiz de; Terán, Augusto Fachín; Barbosa, Ierecê dos Santos
The Amazon, the fauna, flora and mineral resources qualifies as one of the richest and most sophisticated natural laboratories of the world, however, is little explored by teachers of Mathematics and Chemistry, especially when it comes to teaching and learning early grades of elementary school. To take the student into direct contact with the nature shortens the distance between the theoretical and practical knowledge in addition to allowing the cognitive and affective development. During of the discipline: Foundations of Science Education, in Masters in Science Education course, we experienced the opportunity to apply our points of view to propose practical teaching of Mathematics and Chemistry with possibilities of being performed in the Forest of Science from the National Institute of Amazonian Research. However, the proposal was only possible because of our training in the two areas addressed. The practical class held in Forest of Science culminated in proposals for three practical activities aimed at the acquisition of scientific knowledge, two related to Mathematics and one related to Chemistry. Considering the structure and locations available for studies in Forest of Science, principally those that we visited, we conclude that this is a non-formal environment conducive for practices designed to enrich the educational activities of teachers of the current subjects. Key words: Cognitive development. Math Teaching, Chemistry Teaching, Forest of Science.
Jardim Botânico de Manaus Adolpho Ducke: possibilidades pedagógicas para ensinar ciências na Amazônia
(Universidade do Estado do Amazonas, 2014-02-06) Leal, Gyane Karol Santana; Costa, Luana Monteiro da; Terán, Augusto Fachín
Educational spaces outside the classroom are very important in the teaching-learning science process, especially when it comes to the natural sciences. The objective of this experience report is to promote a discussion about the pedagogical possibilities for science teaching using the resources in the Adolpho Ducke Botanical Garden of Manaus. Our report is based on the authors, like Araújo (2013), and Gewandsznajde Linhares (1997), Queiroz (2013), Rocha and Fachin-Terán (2010), Vieira (2005) among others. The observations and records were made during a field practice carried out at the Discipline: Science Education in Non-formal places with students of the Masters in Education and Science Teaching in the Amazon from the State University of Amazonas. We observed elements that could be used in science education, and we found an exhibition entitled "People and Fish" that revealed the everyday of Amazonian indigenous peoples and their connection with nature. It is concluded that it is important to value non-formal places, in this case, the Adolpho Ducke Botanical Garden of Manaus, for the valuable elements that allow interesting possibilities for science teaching in the Amazon region. Keywords: Science Teaching. Botanical Garden. Non-formal Places. Amazon.
The Forest of the Science: a learning environment for Science Education
(Universidade do Estado do Amazonas, 2014-10-16) Souza, Débora de; Branco, Anne Karynne A. Castelo; Terán, Augusto Fachín
This experience report is about the activities in Forest of the Science of the National Institute for Amazonian Research - INPA, Manaus, Amazonas, Brazil, from a course taken: Education Fundamentals in Science in the Master's Degree in Sciences Education of the State University of Amazonas – UEA. The experiences, group discussions, readings and the socialization provided us with a satisfactory learning and understanding the importance of non-formal spaces in science education. Our work was based on authors such as: Cachapuz (2005), Cascais & Fachín-Terán (2011), Delizoicov et al. (2007), Chassot (2011), among others. The objective of this report is to analyze the relevance of non-formal spaces for science education and to propose alternatives for the educator aiming to contribute to the construction of the scientific knowledge in the students. The volume of collected information contributed to thinking of the activities in this environment and the need to attractively explore the science teaching, encouraging the curiosity and especially the develop of hypotheses that aim to stimulate new learning. For maximum use of non-formal spaces the educator should review their teaching, planning their class and encouraging the students to research and to develop and construction of new knowledge. Key words: Non-formal spaces. Forest of the science. Science education.
Participação dos estudantes do ensino fundamental no circuito da ciência e aprendizagem dos conteúdos sobre o ensino de ciências
(Universidade do Estado do Amazonas, 2015-02-23) Silva, Glauciane Sousa da; Shimada, Marly Satimi; Alencar, Mary Sônia Dutra; Terán, Augusto Fachín
ABSTRACT: The non-formal spaces have provided through its structure strategies to expand scientific culture. The city of Manaus- AM offers several non-formal educational spaces, among them the Bosque da Ciência of INPA, which among its aims are to disseminate scientific knowledge to the population. In this research, we seek describe the participation of students during the event called the Science Circuit, relating it to the contents of science education. The audience that participated were students from the 6th to the 9th grade of elementary school in the state school system. Based in the records made, we observed that the themes presented were in accordance with the curricular proposal in each series, so that participation in the event was important for the development of skills, in addition to enabling the confrontation of experiencing in the practice what was only seen in textbooks. Keywords: Bosque da Ciência. Science teaching. Non-formal spaces. Circuit Science

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