Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/26123 |
Resumo: | The knowledge about the anatomy and physiology of the human reproductive system is important for the youth realizes the changes that occur in their body; be able to perform a family planning; and protect himself from Sexually Transmitted Infections (STIs). The young people usually have many doubts about the human reproductive system and most of the time they are not able to discuss freely at home, seeking for information, often, with people who have limited knowledge, mistaken, or out of the context such as friends, neighbors, and even in television shows. Also, some teachers, despite of considering a relevant topic, have present difficulties of discussing it in the classroom. To fill this gap between the young and scientific knowledge about the human reproductive system, the school, especially the Biology teacher, has the role of being the mediator in the acquisition of the knowledge by students. Given this issue, the present work aims to develop didactic strategies to be used in remote Biology classes on the human reproductive system, aiming at student protagonism. In the work, the participatory method was used and has as theoretical-methodological assumptions the foundations of the qualitative approach, being developed through of the remote classes, using the Digital Technologies of Information and Communication (DTIC) as a means of communication, interaction and scientific investigation. Its target audience was students from four classes of the 3rd Grade of High School, regularly registered in a state school called State School Normal Padre Emídio Viana Correia, located in the city of Campina Grande - PB. The corpus of the work was collected through synchronous lessons taught by Google Meet, in which students performed activities such as: questionnaires, mural, audio recording and presentation, using the following Google Forms, Padlet, Podcast and PowerPoint, also were applied questionnaires to understand the students' prior knowledge (Pre-test) and post (Post-test), besides a semi-structured questionnaire about the learner satisfaction concerning the methodologies applied during the classes. The perception regarding the interaction of students with the teacher in remote classes was satisfactory, some had good prior knowledge about the topics covered, there was student protagonism when information on some topics were discussed, collecting information on the internet in real time and the questions formulated they were not restricted to the directing questions contained in the didactic sequences. There was shyness when discussing some specific topics, such as anatomy of the male reproductive system and the stages of human development. The students said that the face-to-face meetings would be better but they were satisfied with the dynamics of the classes via remote meeting, they reported that they understood the content and liked the activities offered. At the end of the work was developed a “Guide of Didactic sequence on the Human Reproductive System” to assist the Biology teacher in the teaching-learning process. |
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Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remotoSistema reprodutor - HumanoBiologia - Ensino por investigaçãoBiologia - Aulas remotasReproductive System - HumanBiology - Teaching by investigationBiology - Remote classesMetodologias ativasActive methodologiesCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAThe knowledge about the anatomy and physiology of the human reproductive system is important for the youth realizes the changes that occur in their body; be able to perform a family planning; and protect himself from Sexually Transmitted Infections (STIs). The young people usually have many doubts about the human reproductive system and most of the time they are not able to discuss freely at home, seeking for information, often, with people who have limited knowledge, mistaken, or out of the context such as friends, neighbors, and even in television shows. Also, some teachers, despite of considering a relevant topic, have present difficulties of discussing it in the classroom. To fill this gap between the young and scientific knowledge about the human reproductive system, the school, especially the Biology teacher, has the role of being the mediator in the acquisition of the knowledge by students. Given this issue, the present work aims to develop didactic strategies to be used in remote Biology classes on the human reproductive system, aiming at student protagonism. In the work, the participatory method was used and has as theoretical-methodological assumptions the foundations of the qualitative approach, being developed through of the remote classes, using the Digital Technologies of Information and Communication (DTIC) as a means of communication, interaction and scientific investigation. Its target audience was students from four classes of the 3rd Grade of High School, regularly registered in a state school called State School Normal Padre Emídio Viana Correia, located in the city of Campina Grande - PB. The corpus of the work was collected through synchronous lessons taught by Google Meet, in which students performed activities such as: questionnaires, mural, audio recording and presentation, using the following Google Forms, Padlet, Podcast and PowerPoint, also were applied questionnaires to understand the students' prior knowledge (Pre-test) and post (Post-test), besides a semi-structured questionnaire about the learner satisfaction concerning the methodologies applied during the classes. The perception regarding the interaction of students with the teacher in remote classes was satisfactory, some had good prior knowledge about the topics covered, there was student protagonism when information on some topics were discussed, collecting information on the internet in real time and the questions formulated they were not restricted to the directing questions contained in the didactic sequences. There was shyness when discussing some specific topics, such as anatomy of the male reproductive system and the stages of human development. The students said that the face-to-face meetings would be better but they were satisfied with the dynamics of the classes via remote meeting, they reported that they understood the content and liked the activities offered. At the end of the work was developed a “Guide of Didactic sequence on the Human Reproductive System” to assist the Biology teacher in the teaching-learning process.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO conhecimento sobre a anatomia e fisiologia do sistema reprodutor humano é importante para que o jovem compreenda as mudanças que ocorrem em seu corpo, seja capaz de realizar um planejamento familiar e se proteja de infecções sexualmente transmissíveis (IST). Os jovens geralmente apresentam muitas dúvidas sobre o sistema reprodutor humano e na maioria das vezes não conseguem discutir livremente em sua residência, procurando informações, frequentemente, com pessoas que apresentam conhecimento limitado, equivocado, ou fora de contexto como amigos, vizinhos e até em programas de televisão. Ainda, alguns professores apesar de considerar o tema relevante, apresentam dificuldade em discuti-lo em sala de aula. Para preencher essa lacuna existente entre os jovens e o conhecimento científico sobre o sistema reprodutor humano, a escola, em especial o professor de Biologia, tem a função de ser o mediador na aquisição do conhecimento pelos estudantes. Diante dessa problemática o presente trabalho tem o objetivo de desenvolver estratégias didáticas para serem utilizadas em aulas remotas de Biologia sobre o sistema reprodutor humano, visando o protagonismo estudantil. No trabalho foi utilizado o método participante e tem como pressupostos teóricos metodológicos os fundamentos da abordagem qualitativa, sendo desenvolvido por meio de aulas remotas, utilizando-se das TDIC (Tecnologias Digitais da Informação e Comunicação) como meio de comunicação, interação e investigação científica. Teve como público alvo estudantes de quatro turmas da 3ª Série do Ensino Médio, regularmente matriculados na Escola Normal Estadual Padre Emídio Viana Correia, localizada na cidade de Campina Grande – PB. O trabalho foi desenvolvido de forma remota com aulas síncronas pelo Google Meet e os estudantes realizaram atividades do tipo, questionários, mural, gravação de áudio e apresentação, utilizando Google Forms, Padlet, Podcast e PowerPoint, também foram aplicados questionários Pré e Pós-teste para compreensão dos conhecimentos prévios e pós dos estudantes, além de um questionário semiestruturado de satisfação dos estudantes quanto as metodologias aplicadas ao longo da pesquisa. A percepção a respeito da interação dos estudantes com o professor nas aulas remotas foi satisfatória, alguns apresentaram bons conhecimentos prévios sobre os temas abordados, houve protagonismo estudantil quando as informações sobre alguns temas foram discutidos, coletando informações na internet em tempo real e os questionamentos formulados por eles não se restringiam apenas as perguntas diretoras, contidas nas sequências didáticas. Houve timidez ao discutir sobre alguns tópicos específicos, como anatomia do sistema reprodutor masculino e as fases do desenvolvimento humano. Os educandos disseram que presencialmente os encontros seriam melhores mas ficaram satisfeitos com a dinâmica das aulas via encontro remoto, relataram que entenderam o conteúdo e gostaram das atividades oferecidas. Ao final do trabalho foi desenvolvido o “Manual de sequência Didática sobre o Sistema Reprodutor Humano” para auxiliar o professor de Biologia no processo de ensino-aprendizagem.Universidade Federal da ParaíbaBrasilBiologia MolecularMestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO)UFPBCantalice, Temilce Simões de Assishttp://lattes.cnpq.br/2505767977557671Tafuri, Luciene Simões de Assishttp://lattes.cnpq.br/9926823938688322Gonçalves, Radamés Araujo2023-01-31T20:47:33Z2022-12-172023-01-31T20:47:33Z2022-08-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/26123porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2023-05-22T16:31:11Zoai:repositorio.ufpb.br:123456789/26123Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2023-05-22T16:31:11Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto |
title |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto |
spellingShingle |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto Gonçalves, Radamés Araujo Sistema reprodutor - Humano Biologia - Ensino por investigação Biologia - Aulas remotas Reproductive System - Human Biology - Teaching by investigation Biology - Remote classes Metodologias ativas Active methodologies CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto |
title_full |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto |
title_fullStr |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto |
title_full_unstemmed |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto |
title_sort |
Metodologias e práticas no ensino de Biologia sobre o sistema reprodutor humano e temas correlatos: uma abordagem através do ensino remoto |
author |
Gonçalves, Radamés Araujo |
author_facet |
Gonçalves, Radamés Araujo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Cantalice, Temilce Simões de Assis http://lattes.cnpq.br/2505767977557671 Tafuri, Luciene Simões de Assis http://lattes.cnpq.br/9926823938688322 |
dc.contributor.author.fl_str_mv |
Gonçalves, Radamés Araujo |
dc.subject.por.fl_str_mv |
Sistema reprodutor - Humano Biologia - Ensino por investigação Biologia - Aulas remotas Reproductive System - Human Biology - Teaching by investigation Biology - Remote classes Metodologias ativas Active methodologies CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
topic |
Sistema reprodutor - Humano Biologia - Ensino por investigação Biologia - Aulas remotas Reproductive System - Human Biology - Teaching by investigation Biology - Remote classes Metodologias ativas Active methodologies CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
The knowledge about the anatomy and physiology of the human reproductive system is important for the youth realizes the changes that occur in their body; be able to perform a family planning; and protect himself from Sexually Transmitted Infections (STIs). The young people usually have many doubts about the human reproductive system and most of the time they are not able to discuss freely at home, seeking for information, often, with people who have limited knowledge, mistaken, or out of the context such as friends, neighbors, and even in television shows. Also, some teachers, despite of considering a relevant topic, have present difficulties of discussing it in the classroom. To fill this gap between the young and scientific knowledge about the human reproductive system, the school, especially the Biology teacher, has the role of being the mediator in the acquisition of the knowledge by students. Given this issue, the present work aims to develop didactic strategies to be used in remote Biology classes on the human reproductive system, aiming at student protagonism. In the work, the participatory method was used and has as theoretical-methodological assumptions the foundations of the qualitative approach, being developed through of the remote classes, using the Digital Technologies of Information and Communication (DTIC) as a means of communication, interaction and scientific investigation. Its target audience was students from four classes of the 3rd Grade of High School, regularly registered in a state school called State School Normal Padre Emídio Viana Correia, located in the city of Campina Grande - PB. The corpus of the work was collected through synchronous lessons taught by Google Meet, in which students performed activities such as: questionnaires, mural, audio recording and presentation, using the following Google Forms, Padlet, Podcast and PowerPoint, also were applied questionnaires to understand the students' prior knowledge (Pre-test) and post (Post-test), besides a semi-structured questionnaire about the learner satisfaction concerning the methodologies applied during the classes. The perception regarding the interaction of students with the teacher in remote classes was satisfactory, some had good prior knowledge about the topics covered, there was student protagonism when information on some topics were discussed, collecting information on the internet in real time and the questions formulated they were not restricted to the directing questions contained in the didactic sequences. There was shyness when discussing some specific topics, such as anatomy of the male reproductive system and the stages of human development. The students said that the face-to-face meetings would be better but they were satisfied with the dynamics of the classes via remote meeting, they reported that they understood the content and liked the activities offered. At the end of the work was developed a “Guide of Didactic sequence on the Human Reproductive System” to assist the Biology teacher in the teaching-learning process. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-17 2022-08-29 2023-01-31T20:47:33Z 2023-01-31T20:47:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/26123 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/26123 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Biologia Molecular Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO) UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Biologia Molecular Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO) UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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