Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico.
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Amazônia (Universidade Federal do Pará. Online) |
Texto Completo: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/4615 |
Resumo: | In this article is described the development of a cycle beginning activity in Chemistry 1 subject. In it, are evaluated two experimental factors, ludic and feedback, and the effect that these exercises on the academic performance of students from the Escuela Preparatoria Regional de Atotonilco. The aim is to design, apply and evaluate a teaching-learning strategy that enables the students to appropriate the concepts and terms that are analyzed in this science and for this purpose it is proposed that they conduct the search for a package containing a cut reading in fragments. Once they locate the package, as a team, they must structure the reading and make a conceptual map from it. In a subsequent session, the teacher makes a feedback about the reading and the conceptual map and later a questionnaire is applied to each individual to evaluate the level of achievement of the thematic contents. The obtained data were introduced in an analysis of variance for an experimental design with two factors, ludic and feedback. The results show that the application of these factors is advisable, since in the treated groups the understanding of thematic contents was better, with respect to when it was not applied. With the ludic was achieved an increase in the scores students of around 30 points, while achieving an increase of approximately 15 points when the feedback is applied. |
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Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico.Estrategias didácticas en la enseñanza-aprendizaje: lúdica y retroalimentación en el estudio de Química conceptual en alumnos de la Escuela Preparatoria Regional de Atotonilco.Estratégias didáticas no ensino-aprendizagem: atividades lúdicas e feedback no estudo conceitual de química em alunos da Escola Preparatória de Atotonilco, Méxicoplayful strategy; feedback; competencies; general chemistry; teaching and learningestrategia lúdica; retroalimentación; competencias; química general; enseñanza-aprendizajeIn this article is described the development of a cycle beginning activity in Chemistry 1 subject. In it, are evaluated two experimental factors, ludic and feedback, and the effect that these exercises on the academic performance of students from the Escuela Preparatoria Regional de Atotonilco. The aim is to design, apply and evaluate a teaching-learning strategy that enables the students to appropriate the concepts and terms that are analyzed in this science and for this purpose it is proposed that they conduct the search for a package containing a cut reading in fragments. Once they locate the package, as a team, they must structure the reading and make a conceptual map from it. In a subsequent session, the teacher makes a feedback about the reading and the conceptual map and later a questionnaire is applied to each individual to evaluate the level of achievement of the thematic contents. The obtained data were introduced in an analysis of variance for an experimental design with two factors, ludic and feedback. The results show that the application of these factors is advisable, since in the treated groups the understanding of thematic contents was better, with respect to when it was not applied. With the ludic was achieved an increase in the scores students of around 30 points, while achieving an increase of approximately 15 points when the feedback is applied.En este artículo se describe una actividad de inicio de ciclo en la unidad de aprendizaje Química I. Se evalúa la influencia que dos factores experimentales, lúdica y retroalomentación, ejercen en el rendimiento académico de los estudiantes de la Escuela Preparatoria Regional de Atotonilco. La finalidad es diseñar, aplicar y evaluar una estrategia de enseñanza-aprendizaje que logre que el educando se apropie de los conceptos y términos que en esta ciencia se abordan. Para ello se propone que busquen un paquete conteniendo una lectura fragmentada. Una vez que localizan el paquete, en equipo, deben estructurar la lectura y realizar un mapa conceptual a partir de la misma. A continuación el profesor retroalimenta el contenido temático y posteriormente se aplica un cuestionario a cada individuo para evaluar el nivel de aprovechamiento de los contenidos temáticos. Los datos obtenidos se analizaron en un diseño experimental con dos factores, lúdica y retroalimentación. Los resultados muestran que estos factores incrementan el aprovechamiento de los contenidos temáticos. Con la lúdica los estudiantes incrementaron sus calificaciones alrededor de 30 puntos, mientras que se logra un aumento de aproximadamente 15 puntos cuando se aplica la retroalimentación.Este artigo descreve um começo ciclo de atividade em aprender Unidade de Química I. influência é avaliada dois fatores experimentais, lúdicas e retroalomentación ter sobre o desempenho acadêmico dos estudantes Escuela Preparatoria Regional de Atotonilco. O objetivo é projetar, implementar e avaliar uma estratégia de ensino e aprendizagem que atinge o aluno apropriar-se conceitos e termos que são abordadas nesta ciência. Propõe-se a buscar um pacote contendo uma leitura fragmentada. Depois de localizar a equipe pacote, eles são estruturados leitura e fazer um mapa conceitual a partir dele. Em seguida, o professor alimenta o conteúdo temático e, posteriormente, um questionário se aplica a cada indivíduo para avaliar o nível de realização do conteúdo temático. Os dados obtidos foram analisados num desenho experimental com dois factores, lúdico e feedback. Os resultados mostram que esses fatores aumentam o uso de conteúdo temática. Com estudantes brincalhões aumentou sua pontuação cerca de 30 pontos, enquanto um aumento de cerca de 15 pontos é alcançado quando o feedback é aplicado.Universidade Federal do ParáRamos, Eduardo ZaragozaSouza, Ronilson Freitas deDíaz Díaz, Sandra LuzEspinoza, Diógenes HernándezVillalobos Díaz, Rosa MariselaOlmos Durán, Luz TeresaOrozco Ávila, Edgar EduardoGonzález Téllez, ReginaldoVillalobos Vázquez, Carmen GiselaOcegueda Camacho, Margarita Anahí2017-07-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/461510.18542/amazrecm.v13i26.4615Amazônia: Revista de Educação em Ciências e Matemáticas; v. 13, n. 26 (2017); 69-79Amazônia - Journal of Science and Mathematics Education; v. 13, n. 26 (2017); 69-792317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAspahttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/4615/4351https://periodicos.ufpa.br/index.php/revistaamazonia/article/downloadSuppFile/4615/1415/*ref*/AUSUBEL, D. P; NOVAK, J. D; HANESSIAN, H. P. Psicología Educativa: un punto de vista cognoscitivo. Ciudad del Mexico: Editorial Trillas, 1976./*ref*/BRUNER, Jerome. Juego, pensamiento y lenguaje. Perspectivas, v. 16, n. 1, p. 79- 85, 1986./*ref*/CANNO, R. A; NEWBLE, D. A Handbook for teachers in universities and colleges. A guide to improving teaching methods. London: Routledge. 2000./*ref*/CARDELLINI, L. Chemistry: why the subject is difficult? Educación Química, 23, 305- 310. 2012./*ref*/CASTILLO, R. A. Construir significados al emplear mapas conceptuales soportados en las tecnologías. Télématique, v.8, n.1, p.42-51, 2009./*ref*/CÓRDOVA, F. J. L. Algunas ideas acerca del juego. Educación Química, v.5, n.2, 1994./*ref*/DROBNIC, F; GARCÍA, À; ROIG, M; GABALDÓN, S; TORRALBA, F; CAÑADA, D; GONZÁLEZ-GROSS, M; ROMÁN, B; GUERRA, M; SEGURA, S; TIL, L; ULLOT, R; ESTEVE, I; PRAT, F. La actividad física mejora el aprendizaje y el rendimiento escolar. Esplugues de Llobregat (Barcelona): Hospital Sant Joan de Déu. 2013./*ref*/DÜRSTELER, J. Los mapas conceptuales. Revista Infovis, n. 141. 2004./*ref*/FRANCO, M. A. Diseño y evaluación del juego didáctico Química con el mundial de Brasil 2014. Educación Química, v.25, E1, p. 276-283, 2014./*ref*/GONZÁLEZ GONZÁLEZ, Carina Soledad; MORA CARREÑO, Alberto. Técnicas de gamificación aplicadas en la docencia de Ingeniería Informática. ReVision, v. 8, n. 1, 2015./*ref*/HATTIE, John; TIMPERLEY, Helen. The power of feedback. Review of educational research, v. 77, n. 1, p. 81-112, 2007./*ref*/HENRICKS, Thomas S. Play as ascending meaning: implications of a general model of play. Play contexts revisited. Stanford: Ablex Publishing Group, p. 257- 277, 1999./*ref*/HOLMES, Kirsten; PAPAGEORGIOU, Georgios. Good, bad and insufficient: Students' expectations, perceptions and uses of feedback. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), v. 8, n. 1, p. 85, 2009./*ref*/LIEBERMAN, J. Nina. Playfulness: Its relationship to imagination and creativity. New York: Academic Press, 2014./*ref*/LIPNEVICH, A. A; SMITH, J. K. I really need feedback to learn: students’ perspectives on the effectiveness of the differential feedback messages. Educational Assessment, Evaluation and Accountability, v. 21, n. 4, p. 347, 2009./*ref*/LOZANO MARTÍNEZ, Fernando Gustavo; TAMEZ VARGAS, Laura Adriana. Retroalimentación formativa para estudiantes de educación a distancia. RIED. Revista Iberoamericana de Educación a Distancia, v. 17, n. 2, 2014./*ref*/MOREIRA M. Mapas conceptuales y aprendizaje significativo. 1998. Disponible en: http://www.if.ufrgs.br/~moreira/mapasesp.pdf/*ref*/NOVAK J. D; GOWIN, D. B. Aprendiendo a Aprender. Santiago de Chile: Editorial Planeta Chilena. 1997./*ref*/ONTORIA, A. Mapas conceptuales, una técnica para aprender. Madrid: Nancea. 2000./*ref*/ORLIK, Y; HERNÁNDEZ, L. C; NAVAS, A. M. Sistematización de experiencias innovadoras y apropiadas sobre la enseñanza de la Ciencia y la Tecnología en el mundo y en los países CAB. Bogotá: Editorial Convenio Andrés Bello (ONCYT/CAB), 2004./*ref*/PIAGET, J; INHELDER, B. La psicología y el niño. Madrid: Ediciones Morata. 1997./*ref*/SACRISTÁN, G; PÉREZ-GÓMEZ, A. I; MARTÍNEZ, J. B; TORRES, J; ANGULO, F; ÁLVAREZ; J. M. Educar por competencias ¿qué hay de nuevo? 2a. ed. Madrid: Ediciones Morata. 2009./*ref*/SLIWKA, Hans-Richard. Reform of chemical language as a model for spelling reform. Journal of the Simplified Spelling Society, v. 32, p. 24-28, 2003. UDG 2008. Documento Base del Bachillerato General por Competencias del Sistema de Educación Media Superior de la Universidad de Guadalajara, México. 2008./*ref*/VYGOTSKY, Lev S. The role of play in development. Mind in Society, p. 92-104, 1978./*ref*/ZARAGOZA, R. E; OROZCO, T. L; MACÍAS, G. J. O; NÚÑEZ, S. M. E; GUTIÉRREZ, G. R; HERNÁNDEZ, E. D; NAVARRO, V. C. L; DE ALBA, R. M; VILLALOBOS, D. R. M; GÓMEZ, T. N. A; CERDA, V. R. I; GUTIÉRREZ, H. A. D; PÉREZ, A. K. A., (2016). Estrategias didácticas en la enseñanza-aprendizaje: lúdica en el estudio de la nomenclatura química orgánica en alumnos de la Escuela Preparatoria Regional de Atotonilco, Educación Química, n. 27, p. 43-51. 2016.Direitos autorais 2017 Amazônia: Revista de Educação em Ciências e Matemáticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2019-09-12T18:46:24Zoai:ojs.periodicos.ufpa.br:article/4615Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2019-09-12T18:46:24Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false |
dc.title.none.fl_str_mv |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. Estrategias didácticas en la enseñanza-aprendizaje: lúdica y retroalimentación en el estudio de Química conceptual en alumnos de la Escuela Preparatoria Regional de Atotonilco. Estratégias didáticas no ensino-aprendizagem: atividades lúdicas e feedback no estudo conceitual de química em alunos da Escola Preparatória de Atotonilco, México |
title |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. |
spellingShingle |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. Ramos, Eduardo Zaragoza playful strategy; feedback; competencies; general chemistry; teaching and learning estrategia lúdica; retroalimentación; competencias; química general; enseñanza-aprendizaje |
title_short |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. |
title_full |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. |
title_fullStr |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. |
title_full_unstemmed |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. |
title_sort |
Didactic strategies in teaching-learning: playful and feedback in the study of conceptual chemistry in students of Atotonilco High School, Mexico. |
author |
Ramos, Eduardo Zaragoza |
author_facet |
Ramos, Eduardo Zaragoza Souza, Ronilson Freitas de Díaz Díaz, Sandra Luz Espinoza, Diógenes Hernández Villalobos Díaz, Rosa Marisela Olmos Durán, Luz Teresa Orozco Ávila, Edgar Eduardo González Téllez, Reginaldo Villalobos Vázquez, Carmen Gisela Ocegueda Camacho, Margarita Anahí |
author_role |
author |
author2 |
Souza, Ronilson Freitas de Díaz Díaz, Sandra Luz Espinoza, Diógenes Hernández Villalobos Díaz, Rosa Marisela Olmos Durán, Luz Teresa Orozco Ávila, Edgar Eduardo González Téllez, Reginaldo Villalobos Vázquez, Carmen Gisela Ocegueda Camacho, Margarita Anahí |
author2_role |
author author author author author author author author author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Ramos, Eduardo Zaragoza Souza, Ronilson Freitas de Díaz Díaz, Sandra Luz Espinoza, Diógenes Hernández Villalobos Díaz, Rosa Marisela Olmos Durán, Luz Teresa Orozco Ávila, Edgar Eduardo González Téllez, Reginaldo Villalobos Vázquez, Carmen Gisela Ocegueda Camacho, Margarita Anahí |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
playful strategy; feedback; competencies; general chemistry; teaching and learning estrategia lúdica; retroalimentación; competencias; química general; enseñanza-aprendizaje |
topic |
playful strategy; feedback; competencies; general chemistry; teaching and learning estrategia lúdica; retroalimentación; competencias; química general; enseñanza-aprendizaje |
description |
In this article is described the development of a cycle beginning activity in Chemistry 1 subject. In it, are evaluated two experimental factors, ludic and feedback, and the effect that these exercises on the academic performance of students from the Escuela Preparatoria Regional de Atotonilco. The aim is to design, apply and evaluate a teaching-learning strategy that enables the students to appropriate the concepts and terms that are analyzed in this science and for this purpose it is proposed that they conduct the search for a package containing a cut reading in fragments. Once they locate the package, as a team, they must structure the reading and make a conceptual map from it. In a subsequent session, the teacher makes a feedback about the reading and the conceptual map and later a questionnaire is applied to each individual to evaluate the level of achievement of the thematic contents. The obtained data were introduced in an analysis of variance for an experimental design with two factors, ludic and feedback. The results show that the application of these factors is advisable, since in the treated groups the understanding of thematic contents was better, with respect to when it was not applied. With the ludic was achieved an increase in the scores students of around 30 points, while achieving an increase of approximately 15 points when the feedback is applied. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-23 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/4615 10.18542/amazrecm.v13i26.4615 |
url |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/4615 |
identifier_str_mv |
10.18542/amazrecm.v13i26.4615 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/4615/4351 https://periodicos.ufpa.br/index.php/revistaamazonia/article/downloadSuppFile/4615/1415 /*ref*/AUSUBEL, D. P; NOVAK, J. D; HANESSIAN, H. P. Psicología Educativa: un punto de vista cognoscitivo. Ciudad del Mexico: Editorial Trillas, 1976. /*ref*/BRUNER, Jerome. Juego, pensamiento y lenguaje. Perspectivas, v. 16, n. 1, p. 79- 85, 1986. /*ref*/CANNO, R. A; NEWBLE, D. A Handbook for teachers in universities and colleges. A guide to improving teaching methods. London: Routledge. 2000. /*ref*/CARDELLINI, L. Chemistry: why the subject is difficult? Educación Química, 23, 305- 310. 2012. /*ref*/CASTILLO, R. A. Construir significados al emplear mapas conceptuales soportados en las tecnologías. Télématique, v.8, n.1, p.42-51, 2009. /*ref*/CÓRDOVA, F. J. L. Algunas ideas acerca del juego. Educación Química, v.5, n.2, 1994. /*ref*/DROBNIC, F; GARCÍA, À; ROIG, M; GABALDÓN, S; TORRALBA, F; CAÑADA, D; GONZÁLEZ-GROSS, M; ROMÁN, B; GUERRA, M; SEGURA, S; TIL, L; ULLOT, R; ESTEVE, I; PRAT, F. La actividad física mejora el aprendizaje y el rendimiento escolar. Esplugues de Llobregat (Barcelona): Hospital Sant Joan de Déu. 2013. /*ref*/DÜRSTELER, J. Los mapas conceptuales. Revista Infovis, n. 141. 2004. /*ref*/FRANCO, M. A. Diseño y evaluación del juego didáctico Química con el mundial de Brasil 2014. Educación Química, v.25, E1, p. 276-283, 2014. /*ref*/GONZÁLEZ GONZÁLEZ, Carina Soledad; MORA CARREÑO, Alberto. Técnicas de gamificación aplicadas en la docencia de Ingeniería Informática. ReVision, v. 8, n. 1, 2015. /*ref*/HATTIE, John; TIMPERLEY, Helen. The power of feedback. Review of educational research, v. 77, n. 1, p. 81-112, 2007. /*ref*/HENRICKS, Thomas S. Play as ascending meaning: implications of a general model of play. Play contexts revisited. Stanford: Ablex Publishing Group, p. 257- 277, 1999. /*ref*/HOLMES, Kirsten; PAPAGEORGIOU, Georgios. Good, bad and insufficient: Students' expectations, perceptions and uses of feedback. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), v. 8, n. 1, p. 85, 2009. /*ref*/LIEBERMAN, J. Nina. Playfulness: Its relationship to imagination and creativity. New York: Academic Press, 2014. /*ref*/LIPNEVICH, A. A; SMITH, J. K. I really need feedback to learn: students’ perspectives on the effectiveness of the differential feedback messages. Educational Assessment, Evaluation and Accountability, v. 21, n. 4, p. 347, 2009. /*ref*/LOZANO MARTÍNEZ, Fernando Gustavo; TAMEZ VARGAS, Laura Adriana. Retroalimentación formativa para estudiantes de educación a distancia. RIED. Revista Iberoamericana de Educación a Distancia, v. 17, n. 2, 2014. /*ref*/MOREIRA M. Mapas conceptuales y aprendizaje significativo. 1998. Disponible en: http://www.if.ufrgs.br/~moreira/mapasesp.pdf /*ref*/NOVAK J. D; GOWIN, D. B. Aprendiendo a Aprender. Santiago de Chile: Editorial Planeta Chilena. 1997. /*ref*/ONTORIA, A. Mapas conceptuales, una técnica para aprender. Madrid: Nancea. 2000. /*ref*/ORLIK, Y; HERNÁNDEZ, L. C; NAVAS, A. M. Sistematización de experiencias innovadoras y apropiadas sobre la enseñanza de la Ciencia y la Tecnología en el mundo y en los países CAB. Bogotá: Editorial Convenio Andrés Bello (ONCYT/CAB), 2004. /*ref*/PIAGET, J; INHELDER, B. La psicología y el niño. Madrid: Ediciones Morata. 1997. /*ref*/SACRISTÁN, G; PÉREZ-GÓMEZ, A. I; MARTÍNEZ, J. B; TORRES, J; ANGULO, F; ÁLVAREZ; J. M. Educar por competencias ¿qué hay de nuevo? 2a. ed. Madrid: Ediciones Morata. 2009. /*ref*/SLIWKA, Hans-Richard. Reform of chemical language as a model for spelling reform. Journal of the Simplified Spelling Society, v. 32, p. 24-28, 2003. UDG 2008. Documento Base del Bachillerato General por Competencias del Sistema de Educación Media Superior de la Universidad de Guadalajara, México. 2008. /*ref*/VYGOTSKY, Lev S. The role of play in development. Mind in Society, p. 92-104, 1978. /*ref*/ZARAGOZA, R. E; OROZCO, T. L; MACÍAS, G. J. O; NÚÑEZ, S. M. E; GUTIÉRREZ, G. R; HERNÁNDEZ, E. D; NAVARRO, V. C. L; DE ALBA, R. M; VILLALOBOS, D. R. M; GÓMEZ, T. N. A; CERDA, V. R. I; GUTIÉRREZ, H. A. D; PÉREZ, A. K. A., (2016). Estrategias didácticas en la enseñanza-aprendizaje: lúdica en el estudio de la nomenclatura química orgánica en alumnos de la Escuela Preparatoria Regional de Atotonilco, Educación Química, n. 27, p. 43-51. 2016. |
dc.rights.driver.fl_str_mv |
Direitos autorais 2017 Amazônia: Revista de Educação em Ciências e Matemáticas http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Direitos autorais 2017 Amazônia: Revista de Educação em Ciências e Matemáticas http://creativecommons.org/licenses/by/4.0 |
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openAccess |
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Universidade Federal do Pará |
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Universidade Federal do Pará |
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Amazônia: Revista de Educação em Ciências e Matemáticas; v. 13, n. 26 (2017); 69-79 Amazônia - Journal of Science and Mathematics Education; v. 13, n. 26 (2017); 69-79 2317-5125 1980-5128 reponame:Amazônia (Universidade Federal do Pará. Online) instname:Universidade Federal do Pará (UFPA) instacron:UFPA |
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Amazônia (Universidade Federal do Pará. Online) |
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Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA) |
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amazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br |
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