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Genética, microbiologia e genética microbiana sob a percepção de estudantes e professores do ensino médio.

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dc.creator.ID COSTA, M. V. M. pt_BR
dc.creator.Lattes http://lattes.cnpq.br/9518320249059032 pt_BR
dc.contributor.advisor1 SODRÉ NETO, Luiz.
dc.contributor.advisor1ID SODRÉ NETO, L. pt_BR
dc.contributor.advisor1Lattes http://lattes.cnpq.br/8809866931227584 pt_BR
dc.contributor.referee1 MEDEIROS, Maria Franco Trindade.
dc.contributor.referee1ID MEDEIROS, M. F. T. pt_BR
dc.contributor.referee1Lattes http://lattes.cnpq.br/1164256449539227 pt_BR
dc.contributor.referee2 PAULA, José Carlos de Freitas.
dc.contributor.referee2ID PAULA, J. C. de F. pt_BR
dc.contributor.referee2Lattes http://lattes.cnpq.br/1070998406032540 pt_BR
dc.description.resumo O processo de ensino-aprendizagem de ciências e biologia apresentam-se como de difícil compreensão e quando se tratando de áreas especificas que envolvem estruturas microscópicas e moleculares, como é o caso da microbiologia e da genética, observa-se que a dificuldade aumenta. Para entendermos não só as dificuldades, mas os fatores que afetam o ensino de forma geral, levamos em consideração três agentes essenciais para a efetivação do processo, sendo estes: o estudante, sujeito ativo da construção do conhecimento, o professor, agente mediador do conhecimento, e por fim, mais não menos importante, o uso de recursos ou suportes didáticos, mais especificamente o livro didático. Partindo deste pressuposto, o trabalho teve como objetivo verificar o conhecimento por parte dos estudantes com relação ao tema genética microbiana e sua relação com o cotidiano, identificar as abordagens e desafios do ensino de genética e microbiologia na percepção dos professores e por fim, verificar as abordagens alternativas de ensino. A pesquisa foi realizada em três Escolas Estaduais dos municípios de Cuité, Nova Floresta e Picuí, sendo respectivamente, Escola Estadual de Ensino Médio Orlando Venâncio dos Santos, Escola Estadual de Ensino Fundamental e Médio José Rolderick de Oliveira e Escola Estadual de Ensino Médio Professor Lordão. O estudo aconteceu em três etapas de modo que na primeira etapa foram aplicados questionários semiestruturados aos estudantes das turmas de 3o Ano do ensino médio das instituições pesquisadas. Na segunda etapa aplicaram-se questionários semiestruturados com professores das escolas pesquisadas e na a terceira e última etapa um primeiro momento foi de aplicação de questionários aos professores sobre a utilização e a eficiência das atividades propostas pelo manual do livro didático, enquanto o segundo momento foi de análise do manual dos dois livros didáticos usados nas três instituições pesquisadas, tomando como base quatro critérios pré-estabelecidos. Como resultado observou-se que em ambas as esferas pesquisadas há falhas no que diz respeito à atuação do professor, ao posicionamento do mesmo quanto à função do livro didático e à aprendizagem do estudante, embora não se pretenda direcionar a responsabilidade para uma das partes envolvidas, já que o processo de ensino-aprendizagem configura-se como uma relação dialética e não individual. pt_BR
dc.publisher.country Brasil pt_BR
dc.publisher.department Centro de Educação e Saúde - CES pt_BR
dc.publisher.initials UFCG pt_BR
dc.subject.cnpq Ensino - aprendizagem pt_BR
dc.title Genética, microbiologia e genética microbiana sob a percepção de estudantes e professores do ensino médio. pt_BR
dc.date.issued 2016
dc.description.abstract The process of teaching and learning science and biology are presented as difficult to understand, when the case of specific areas involving microscopic and molecular structures, such as microbiology and genetics is observed that the difficulty increases. To understand not only the difficulties, but the factors that affect teaching in general, we consider three agents considered essential for the effectiveness of the process, namely: the student, active subject of the construction of knowledge, the teacher, mediator of knowledge and finally but not least, the use of resources and educational media, specifically the textbook. Under this assumption , the study aimed to verify the knowledge by the students with respect to microbial genetic issue and its relationship to the everyday, to identify approaches and challenges of genetics and microbiology teaching in the perception of teachers and finally check alternative approaches to teaching .The survey was conducted in three state schools in the municipalities of Cuité, Nova Floresta and Picuí, being respectively, State Preparatory High School Orlando Venâncio Santos, State Elementary School and High School José Rolderick de Oliveira and State Preparatory High School Teacher Lordão . The study took place in three to stages so that in the first stage semi-structured questionnaires were administered to students in 3rd year high school classes of the surveyed institutions. In the second stage were applied semi-structured questionnaires with teachers of the schools surveyed and on the third and last stage a first time was questionnaires to teachers on the use and efficiency of the activities proposed by the textbook manual, while the second time was a manual analysis of the two textbooks used in the three institutions surveyed, based on four pre-established criteria. As a result, it was observed that in both spheres searches for faults in respect to the teacher role, positioning the same as the function of the textbook and the student learning, while not wanting to direct responsibility for a stakeholder as the process of teaching and learning appears as a dialects and not individual relationship. pt_BR
dc.identifier.uri http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/25873
dc.date.accessioned 2022-06-21T20:14:59Z
dc.date.available 2022-06-21
dc.date.available 2022-06-21T20:14:59Z
dc.type Trabalho de Conclusão de Curso pt_BR
dc.subject Genética e microbiologia pt_BR
dc.subject Genética e microbiologia – ensino e aprendizagem pt_BR
dc.subject Genética e microbiologia – recursos didáticos pt_BR
dc.subject Genetics and microbiology pt_BR
dc.subject Genetics and microbiology - teaching resources pt_BR
dc.subject Genetics and microbiology – teaching and learning pt_BR
dc.rights Acesso Aberto pt_BR
dc.creator COSTA, Maria Valnice Medeiros.
dc.publisher Universidade Federal de Campina Grande pt_BR
dc.language por pt_BR
dc.title.alternative Genetics, microbiology and microbial genetics under the perception of high school students and teachers. pt_BR
dc.title.alternative Genética, microbiología y genética microbiana bajo la percepción de estudiantes y profesores de secundaria. pt_BR
dc.identifier.citation COSTA, Maria Valnice Medeiros. Genética, microbiologia e genética microbiana sob a percepção de estudantes e professores do ensino médio. 2016. 52 fl. (Trabalho de Conclusão de Curso – Artigo), Curso de Licenciatura em Ciências Biológicas, Centro de Educação e Saúde, Universidade Federal de Campina Grande, Cuité – Paraíba – Brasil, 2016. pt_BR
dc.description.resumen The teaching-learning process of science and biology is presented as difficult understanding and when dealing with specific areas involving structures microscopic and molecular, as is the case of microbiology and genetics, it is observed that the difficulty increases. In order to understand not only the difficulties, but the factors that affect the teaching in general, we take into account three essential agents for the effectiveness of the process, namely: the student, active subject of knowledge construction, the teacher, knowledge mediator, and last but not least, the use of resources or teaching aids, more specifically the textbook. Based on this assumption, the The objective of this work was to verify the knowledge of the students regarding the microbial genetics and its relationship with everyday life, identify approaches and challenges of the teaching of genetics and microbiology in the teachers' perception and, finally, to verify the alternative teaching approaches. The research was carried out in three State Schools in the municipalities of Cuité, Nova Floresta and Picuí, being respectively, State School of Orlando Venâncio dos Santos High School, State School of Elementary and José Rolderrick de Oliveira High School and Professor Lordão State High School. O The study took place in three stages so that in the first stage questionnaires were applied semi-structured to students from 3rd year high school classes at institutions researched. In the second stage, semi-structured questionnaires were applied to teachers of the schools surveyed and in the third and last stage, a first moment was to apply of questionnaires to teachers on the use and efficiency of the activities proposed by the textbook manual, while the second moment was the analysis of the manual of the two textbooks used in the three institutions surveyed, based on four criteria pre-established. As a result, it was observed that in both spheres surveyed there are flaws with regard to the teacher's performance, his positioning regarding the function of the textbook and student learning, although it is not intended to direct the responsibility for one of the parties involved, since the teaching-learning process it is configured as a dialectical and not individual relationship. pt_BR


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