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 |