O ensino de ecossistemas amazônicos por meio da metodologia de aprendizagem baseada na resolução de problemas (ABRP)

• Ano de defesa: 2018
• Autor(a) principal: Nascimento, Carlos Henrique
• Orientador(a): Miranda, Ires Paula de Andrade
• Banca de defesa: Maia, Jair Max Fortunato , Gonçalves, Carolina Brandão , Oliveira, Cintia Mara Costa de , Barbosa, Edelcílio Marques
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Amazonas - Universidade do Estado do Amazonas
• Programa de Pós-Graduação: Programa de Pós-graduação em Biodiversidade e Biotecnologia da Amazônia Legal - BIONORTE
• Departamento: Rede Bionorte
• País: Brasil
• Palavras-chave em Português: Aprendizagem baseada na resolução de problemas; Ecossistemas amazônicos; Competências cognitivas; Ensino de ciências
• Área do conhecimento CNPq: CIÊNCIAS BIOLÓGICAS: BIOLOGIA GERAL
• Link de acesso: https://tede.ufam.edu.br/handle/tede/6854

The purpose of this work was to analyze Problem-Based Learning (ABRP) as a methodological alternative for elementary school, in order to develop cognitive skills that favor learning about Amazonian ecosystems, in line with national curricular parameters (NCP). This research is descriptive with a qualitative-quantitative approach. The guiding questions of this process were: What are the students' conceptions about the concepts of Amazonian ecosystems? To what extent can the ABRP methodology contribute to the learning of Amazonian ecosystems? In this sense, this methodology was tested as a methodological alternative, considering that the ABRP presents elements that foster simple and complex cognitive competences, of communication, procedural and attitudinal that may contribute to the students' extra curricular needs. The study was carried out with 8th and 9th grade elementary school students in the Jarlece Municipal School of Conceição Zaranza, in the City of Manaus, Amazonas. The methodology of teaching based on the ABRP was applied in two phases: In the first phase or preimplementation a test of previous conceptions was carried out to know the students' perception about topics related to some landscapes of the Amazonian ecosystems: i) tropical forest; ii) floodplain; (iii) campinaranas and; iv) savannas. The second phase or implementation phase consisted in the execution of the learning methodology in the school environment with only 9th grade students of basic education. Four distinct phases have been established in the application: i) theme selection; (ii) formulation of problems; iii) problem solving and; iv) synthesis and evaluation. The data collection instruments used were: preconceptions test, students' socioeconomic and cultural report (RSECA), competency framework (cognitive, communication, procedural and attitudinal). In addition to the researcher's diary and photographic records. The results showed that after the application of the ABRP methodology, the cognitive recognition of the Amazonian ecosystems can be perceived in the students, reaching, therefore, goals beyond those that the NCPs establish. Therefore, the present methodology may contribute to the teaching and learning process of concepts related to Amazonian ecosystems.