Discutir avaliação é uma tarefa complexa, porém necessária, já que muitas das decisões políticas educacionais são tomadas com base nos instrumentos avaliativos atuais. A legislação brasileira prescreve que os aspectos qualitativos se sobreponham aos quantitativos no modo de avaliar os estudantes. No entanto, são os indicadores quantitativos que prevalecem no nosso sistema de avaliação educacional. Existe na literatura um amplo debate sobre os aspectos que devem ser contemplados nos instrumentos avaliativos, não sendo diferente na área do Ensino de Ciências (EC). Com base nas atuais contribuições da neurociência para a educação, entendemos que cada indivíduo carrega consigo um conjunto de imagens neurais exclusivas, decorrentes de um contexto único, que faz com que compreendam o mundo de forma particular. Respeitando esta individualidade cognitiva, a linha de investigação das Múltiplas Representações (MR) defende o uso de diferentes formas simbólicas no discurso do EC. Esse respeito à diversidade cognitiva merece ser integrado à avaliação, estruturando-a conforme o modo representacional empregado no processo de ensino e aprendizagem. Portanto, o nosso trabalho busca fomentar a discussão sobre avaliação no ensino básico, apresentando uma forma de união e inter-relação entre o processo de ensino e aprendizagem e os instrumentos de avaliação, exemplificada através de uma Estratégia Didático-Avaliativa (EDA). Voltada ao EC, esta estratégia foi estruturada sob o viés de uma avaliação qualitativa, guiada pela diversidade representacional e pelos fundamentos da neurociência. Sendo um dos autores desse estudo pesquisador e professor regente do ensino fundamental,realizamos a aplicabilidade dessa estratégia em uma turma do sexto ano do ensino fundamental, numa escola da rede pública municipal, no município de Uruguaiana/RS. Por meio de uma pesquisa-ação, buscamos promover uma perspectiva crítica e humanista no enfoque da avaliação, para que ela passe a valorizar diferentes formas de expressão, e não apenas as que são ditadas pelas demandas do mercado. O conteúdo gerado nessa pesquisa-ação resulta de uma ação empreendida a título de experimentação, em uma situação real de sala de aula. Como resultados dessa investigação-ação, notamos a influência do conhecimento prévio dos estudantes sobre a construção do próprio conhecimento. Além disso, quando ofertado um modo alternativo de exporem suas ideias, eles se expressaram de forma autêntica e genuína, representando, por vezes, símbolos do seu cotidiano. Em uma atividade prática em grupo, utilizada tanto como recurso de ensino quanto como instrumento de avaliação, permitiu-nos perceber habilidades que só se sobressaem em atividades experimentais. Essa multiplicidade de representações, adotada em nossa EDA, desafiou-nos a analisar as diferentes respostas manifestadas nos instrumentos avaliativos estabelecidos, por meio dediferentes juízos de valor, pois a qualidade da avaliação também está no respeito à diversidade, ao ritmo e à maneira como cada estudante constrói o seu conhecimento nas diferentes modalidades representacionais. Dessa forma, com o conteúdo gerado pelo presente trabalho, esperamos contribuir para o contínuo avanço de uma prática de avaliaçãoque seja desenvolvida durante o processo de ensino e aprendizagem, e que não se restrinja apenas a uma etapa final.
INTRODUCTION: Being present in high school in chemistry and biology disciplines, biochemistry is to explain the chemical and biological reactions in cells. His concepts are seen as abstract and difficult to understand and can be contextualized through experimentation. Experimentation is used in the classroom to allow students to view the applicability of the contents through observation, creating hypotheses, discussion and conclusions. The choice of method of teaching is done through research sources adopted by teachers, and the textbook the main frame. OBJECTIVES: The aim of this study was to evaluate the presence of experimentation in biochemistry content in high school books. MATERIALS AND METHODS: In this way, it was analyzed the presence of experimental activities in the textbooks approved by the National Textbook Plan 2015 "Biology 1", authored by César da Silva Junior, Sezar Sasson and Nelson Caldini Junior, and in the book " Chemistry -Volume 3 "by Martha Reis. RESULTS: At the end of the unit where the biochemical concepts are covered in the book "Biology 1" is presented an interdisciplinary project called "Enzymes -chemical tools of life" that proposes four experiments on catalase, pH and contact surface enzymesubstrate. They are easy activities to be implemented with affordable materials. Already at the Chemistry book, when addressing the biochemistry there is only one proposal for experimental activity called "Glycolic Extract of milk proteins". In this case, we need materials like food processor and enameled pots, which can hinder your performance in virtual classes, however, the experiment is easy to perform. Both books contain questions after the experimental proposals enhancing the questioning of the activities and understanding the contents addressed. CONCLUSIONS: The present experimental activities in the textbooks are mostly easy to apply and is not required sophisticated equipment of Sciences laboratories. It also allows the contextualization of theory and practice enhancing the process of teaching and learning with the proposals made.
Introduction: How to tell if an egg is rotten? How to calculate the volume of an egg? Because the rotten egg float? Why has this characteristic rotten egg smell? Because the gray-green color is formed on the surface of the cooked egg yolk? These issues are commonplace and unnoticed in day-today. Our grandmothers know how to tell if an egg is rotten or not, you just put the egg in a glass of water. If it is rotten floating, sinking is good. But why this happens? That they do not know answer. With only one egg chemical reactions work, macromolecules (proteins), density, membranes and conservation of matter. Hydrogen sulphide is responsible for the aroma of a freshly cooked egg. This gas as they break down the molecules of albumin, a protein present in the egg is formed. The color comes from a sulfide precipitation, this time with the Fe 2 + ion contained in the yolk (Fe 2+ + S 2 FeS). The use of simple and easy to perform experiments, correlating various knowledge proves a very useful tool in science education. Objectives: Develop multidisciplinary learning contents through the problem. Materials and methods: The teacher provides students with a boiled egg, salt, a syringe and a cup, a plate and water. The teacher lays the aforementioned issues for students and allows them to exchange information with each other, seeking answers through experimentation. Results and discussion: Students engaged with the activity and interaction of groups in order to solve the proposed problem. Still, through trial and error have sought in various ways to find the answers. This tool takes the student to be active in the teaching process, making him seek answers in their acquired knowledge in other areas. We believe that the collective construction of knowledge was significant for students' learning, which can be proven by the constant reminder of concepts worked. Conclusion: The tool fosters the development of the methodology of questioning, making the subject active learner in the learning process. So, being a model for other future work activities with specific concepts. And another point to be considered is the introduction of students in scientific methodology.
INTRODUCTION: Collections of textbooks are distributed every three years to basic education schools and represent a source of knowledge to students and a reference to the pedagogical work of teachers. Biochemistry is an area that studies the chemical processes occurring in living organisms, with their concepts present in both chemistry textbooks as in biology. It is necessary that the present approach in these books are interesting to students, to recognize the importance of understanding these processes. OBJECTIVES: To analyze as it has been crafted in biochemistry textbooks high school approved by PNLD 2015. MATERIALS AND METHODS: We investigated how the biochemical area-related content are described in the book "Bio -Volume 1", authored by Sonia Lopes and Sergio Rosso, and in the book "Chemistry -Volume 3" by Martha Reis with regard to clarity of concepts, context, illustrations and interdisciplinarity. RESULTS: Both books have chapters devoted especially to describe on this area, with plenty of catchy titles, but one in the first year and the other in the final year of high school. In biology textbook chapter called "The chemistry of life" brings in its approach clear and succinct concepts, contextualizes the issues on current information of figures and tables, features lots of illustrations that range from photographs to represent chemical structures and is mainly interdisciplinary in test questions. In chemistry textbook chapter "Introduction to Biochemistry" shows clear and detailed concepts, contextualizes with curiosities and everyday issues of students, has auxiliary illustrations in understanding and is interdisciplinary. CONCLUSIONS: We realize that there is a gap between the disciplines to work biochemistry during high school, but the form of presentation used for books is clear and present use of languages in the daily lives of students, making learning interesting and attractive.
INTRODUCTION: The rising of new technologies meant to improve education could be considered a high advance to pedagogic methodologies. Software is defined as computer programs and may be considered educative when they present a methodology which assists and contextualizes the teaching-learning process. Specifically regarding Biochemistry, a knowledge area which explains physiological and pathological phenomena that occur in human beings, applying the use of software would turn out an easy way to observe such phenomena. MATERIAL AND METHODS: In order to carry out this work, two free software designed to be used in Biochemistry area and developed at Universidade Estadual de Campinas ("Síntese Proteica" (Protein Synthesis) and "A cinética da reação enzimática" (Kinetics of enzymatic reaction)), were compared. Interface, how to work contents, advantages and disadvantages in the use of such kind of technology inside classroom were some of the evaluated parameters. DISCUSSION AND RESULTS: Both programs present a fine graphic design, allowing easy command comprehension. At the beginning the objectives of the programs and the contents they hold are presented, showing also a brief introduction to the topic. The programs also present instruction manuals that explain how the experiments work. They are small basic and simple programs that run easily where they are placed, not needing internet access after their download. "Kinetics of enzymatic reaction" presented more interactive options than the other, and its operation could be considered more intuitive. CONCLUSION: We considered "Kinetics of enzymatic reaction" a better software, cause it allows the student to observe the experiment and perform the calculations proposed, improving the learning process in a significantly way. The use of new technologies inside classrooms should be encouraged as a way to attract the attention and interest of students, since they are used to interact with computer and internet in their day-today activities. There are several kinds of software which could assist teachers and students in the teaching-learning process; however it is very important to evaluate the capacities of such software before using it, making sure to choose the right one.
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