O açaí e a bioquímica: unidade de ensino potencialmente significativa utilizando uma fruta regional para abordar conceitos de bioquímica na Educação de Jovens e Adultos – EJA
The work aimed to develop, implement and evaluate a unit potentially Education Significant - UEPS, in an attempt to provide teachers and students of the Youth and Adult Education - EJA a courseware to discuss concepts related to biochemistry, using as a context the nutritional composition açaí, in t...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/21692 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The work aimed to develop, implement and evaluate a unit potentially Education Significant - UEPS, in an attempt to provide teachers and students of the Youth and Adult Education - EJA a courseware to discuss concepts related to biochemistry, using as a context the nutritional composition açaí, in the light of the theory of meaningful learning. The interest of contributing to the EJA through a material such as UEPS arises from the fact that it is understood that teaching about abstract concepts that imply some difficulties, both by teachers and students, is not an easy task. But what you can not let happen is that the teaching of certain contents, although requiring more effort on both sides, become stagnant in the face of difficulties they present. Therefore, we use as reference the Theory of Meaningful Learning, proposed by David Ausubel, according to which learning any content would have much more meaning for students if such content was incorporated into the cognitive structures thereof, thus acquiring meaning for them because this learning perspective students relate the contents taught to their prior knowledge. In order to generate meanings to the proposed content it was used as the context acai fruit that integrates living students of EJA of State Pedro Teixeira school where the UEPS was applied. Thus, you could consider the prior knowledge of students for inclusion of new concepts such as carbohydrates, proteins and lipids. For purposes of evaluating the UEPS by students, we characterize this work presenting elements of action research practice type throughout the methodological approach and also the literature. It also has a qualitative approach in which the main focus was to get in touch with the environment and the people in it were. The UEPS entitled "The açaí berry and Biochemistry" was applied to three groups of 3rd grade, and a group in the Middle Regular education (validation group) and two classes in adult education (target audience). The actions were developed for 14 lessons divided into 06 activities. The results were analyzed by using technical elements of content analysis and participant observation and show that 32 participants of the work students have success in their performances because, at various times provide evidence of meaningful learning. These results allow us to say that planning a UEPS contributes significantly to the learning of concepts covered because the students showed changes in their ways of thinking and acting in the classroom, and that it was possible to observe new understandings the classes of compounds studied evident from the speeches produced by the students, which can also be characterized as the occurrence of significant learning. |
|---|