scholarly journals Modelos didáticos comestíveis como uma técnica de ensino e aprendizagem de biologia celular

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Keiciane Canabarro Drehmer Marques
Keyword(s):  
High School ◽  
Cell Biology ◽  
Teaching And Learning ◽  
Planning Process ◽  
Learning Processes ◽  
Biology Teaching ◽  
Abstract Content ◽  
Interest And Motivation ◽  
Didactic Models

Resumo: O Ensino de Biologia apresenta inúmeros conteúdos com abstrações que dificultam os processos de aprendizagens dos estudantes, um destes é a Biologia Celular, por tratar de estruturas microscópicas gera certo distanciamento aos educandos. Neste contexto, observou-se a importância de utilizar recursos didáticos que podem auxiliar na aprendizagem e permitir o protagonismo dos discentes. A atividade realizada constituiu-se na construção de modelos de células comestíveis por cinco turmas de 1º ano do Curso Técnico em Agropecuária Integrado ao Ensino Médio do Instituto Federal Farroupilha - Campus São Vicente do Sul/RS. O processo de planejamento até a montagem das células comestíveis envolveu os estudantes de maneira intensa, os mesmos participaram ativamente, com interesse e motivação. A confecção dos modelos comestíveis propiciou a construção do próprio conhecimento em um conteúdo abstrato, materializando este para ajudar na compreensão. A atividade possibilitou o desenvolvimento de diversas competências nos estudantes que vão além dos conteúdos conceituais da Biologia, permitindo a formação integral do educando em todas as suas dimensões.Palavras-chave: Modelos didáticos. Biologia Celular.  Ensino de Biologia.EDIBLE DIDACTIC MODELS AS A TECHNIQUE OF TEACHING AND LEARNING ABOUT CELLULAR BIOLOGYAbstract: The Teaching of Biology presents so many contents with abstractions that make difficult the learning processes of the students, one of these is the Cell Biology, because dealing with microscopic structures generate a certain distance from the students. In this context, it was observed the importance of using didactic resources that can aid in the learning and allow the protagonism of the students. The activity was constituted in the construction of models of edible cells by five classes of 1st year of the Technical Course in Agropecuarian Integrated to High School of Instituto Federal Farroupilha - Campus São Vicente do Sul/RS. The planning process until the assembly of the edible cells involved the students intensely, they participated actively, with interest and motivation. The making of the edible models allowed the construction of the own knowledge in an abstract content, materializing this one to aid in the understanding. The activity made possible the development of several competences in the students that go beyond the conceptual contents of Biology, allowing the integral formation of the student in all its dimensions.Keywords: Didactic models. Cell biology. Teaching of Biology.

scholarly journals A proposal of collaborative education for biochemistry and cell biology teaching

2015 ◽  
Vol 13 ◽  
pp. 30
Author(s):  
A. A. Souza-Júnior ◽  
A. P. Silva ◽  
T. A. Silva ◽  
G. P.V. Andrade
Keyword(s):  
Cell Biology ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Student Interest ◽  
Creative Development ◽  
Biology Teaching ◽  
Video Lectures ◽  
The World ◽  
Information And Communication ◽  
Collaborative Education

INTRODUCTION: Currently students grow up in a world of digital tools that allow you to connect instantly with the world. At the same time, teachers face several challenges to increase student interest and learning efficiency. One such challenge is the pedagogical commitment of the density of biochemistry and cell biology contents, producing a conflict scenario, between meeting content and maintain the class quality. OBJECTIVES: From this perspective, this study aimed to evaluate the learning biochemistry and cell biology contents in high school classes of IFRN, using collaborative and digital tools in the Moodle. MATERIAL AND METHODS: The contents were offered using various tools such as video lectures, forums, questionnaires, portfolios, glossaries and electronic books. Then these tools were evaluated using an electronic form.  In addition to the tools, we evaluated the platform interaction, the performance of activities and the content gamification. RESULTS: The quantitative results revealed directly proportional relationship of the interaction of Moodle with the performance of activities. The content gamification was also assessed positively, with 61% of students considered good, very good or excellent. The best evaluated tools were video lectures, with 31% preference, and questionnaires, with 24%; followed by electronic book, with 10%, and portfolio, with 5.5%. The other tools totaled 30% of the preference. Qualitative results revealed an educational gain of content, because the student lived the experience of teaching and learning collaboratively. In addition, these tools decreased conflicts between content and schedule. CONCLUSION: Thus, the use of information and communication technology (ICT) in a collaborative learning provides relevant results, bringing the reality of the world connected to the classroom. In addition, it assists in defining the content and creative development of a strategy for the construction of the concepts applied to biochemistry and cell biology teaching.

scholarly journals Diseñar actos pedagógicos exitosos con adolescentes escolarizados(as) a partir de la incertidumbre: una aplicación de la pedagogía performativa intercultural en una Secundaria en Medellín, Colombia / Designing Pedagogical Actions with School Adolescents with the Help of Uncertainty: an Application of Intercultural Performative Pedagogy in a Medellín-based (Colombia) High School

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Anja Maria MacKeldey
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Democratic Education ◽  
Learning Processes ◽  
Dramatic Play ◽  
Pedagogical Practice ◽  
Structural Patterns ◽  
Auto Ethnography ◽  
Performative Pedagogy ◽  
Successful Teaching

ABSTRACTThe decline of supposedly symbolic structures devised for eternity, such as God, family, nation, sex or gender, unties in the citizens of the worlds a certain uncertainty that influences our thinking and acting. Intercultural Performative Pedagogy (IPP) considers such declines of our beliefs to be an opportunity for us to perceive and/or devise ourselves as actuated subjects that follow traditional and structural patterns and, at the time, as subjects acting within our own identity games. For that reason, it calls for pedagogical actions that are consistent with this chiasmatic focus. In this context, IPP sees adolescent life worlds and its random thinking as paradigmatic manifestations of uncertainty. Constructive maieutic didactic techniques designed to put on stage and learn how to read the chiasmatic MacKeldey this as well as that” as suggested by IPP have proved to be auto-ethnography, the dramatic play, the documentary methodology and feedback. In conclusion, what this writing seeks to prove by pointing to chiasmatic IPP and a few exemplary experiences collected between 2005 and 2014 is that taking advantage of uncertainty eases successful teaching and learning processes with school adolescents. This way, we consider IPP to be a mechanism that is suitable for co-constructive pedagogical practice in subjects that relate to democratic education in a direct or transversal manner.RESUMENEl desmoronamiento de estructuras supuestamente simbólicas para la eternidad como dios, familia, nación, sexo y género, desata en los y las ciudadanos(as) de los mundos una determinada incertidumbre que influye en nuestro pensar y actuar. Semejantes desmoronamientos de nuestras creencias son considerados por la pedagogía performativa intercultural (PPI) una oportunidad de percibirnos y/o diseñarnos como personas tradicional y estructuralmente actuadas, y al mismo tiempo como personas actuantes en nuestros juegos identitarios, por lo que convoca a realizar actos pedagógicos acordes a este enfoque quiasmático. En este contexto, la PPI asume los mundos de vida adolescentes y su pensamiento randómico como manifestaciones paradigmáticas de la incertidumbre. Técnicas mayéutico-didácticas constructivas para poner en escena y aprender a leer el tanto…como... quiasmático propuesto por la PPI, demostraron ser la autoetnografía, el juego dramático, el método documental y la retroalimentación. Finalmente, este aporte busca evidenciar por medio de una proyec-ción esquemática de la PPI y unas experiencias ejemplares (2005-2013) que el aprovechamiento de la incertidumbre facilita procesos de enseñanza y aprendizaje exitosos con adolescentes esolarizados(as). Con eso, ponemos en discusión la PPI como dispositivo para una práctica pedagógica co-constructiva en materias que se relacionan directa o transversalmente con la educación democrática. Contacto principal: [email protected]

scholarly journals MODEL EVALUASI INTERNAL KOMPETENSI GURU BAHASA INGGRIS (MODEL_EIKGBI) SMA

2015 ◽  
Vol 19 (2) ◽  
pp. 156-167 ◽  
Author(s):  
Sahraini Sahraini ◽  
Suwarsih Madya
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
English Teachers ◽  
Learning Processes ◽  
Senior High School ◽  
Internal Evaluation ◽  
Learning And Teaching ◽  
South Sulawesi ◽  
Bartlett’S Test

Studi ini bertujuan untuk: (1) mengembangkan model evaluasi kompetensi guru bahasa Inggris SMA yang dapat digunakan untuk mengidentifikasi kelebihan dan kekurangan guru dalam proses pemelajaran dan (2) mengetahui efektivitas implementasi evaluasi internal kompetensi guru bahasa Inggris SMA. Studi ini menggunakan metode penelitian dan pengembangan yang dikembangkan oleh Borg & Gall (1983, p.775). Subjek penelitian berjumlah 17 guru yang berasal dari 7 SMA di Sulawesi Selatan. Konstruk instrumen terdiri atas instrumen untuk mengevaluasi kompetensi guru bahasa Inggris dalam merencanakan pemelajaran, instrumen untuk mengevaluasi kompetensi guru dalam melaksanaan proses pemelajaran, dan instrumen untuk mengevaluai kompetensi guru dalam mengevaluasi hasil proses pemelajaran. Hasil penelitian menunjukkan bahwa instrumen yang dikembangkan dapat digunakan untuk mengevaluasi kompetensi guru bahasa Inggris. Untuk mengetahui sejauh mana tingkat efektivitas Model Evaluasi Internal Kompetensi Guru Bahasa Inggris SMA, model ini kemudian dievaluasi oleh teman sejawat guru bahasa Inggris dan guru bahasa Inggris itu sendiri. Mereka menyimpulkan bahwa komponen dari model tersebut adalah komprehensip, praktis, ekonomis, dan telah didukung oleh instrumen yang valid dan reliabel. Kata kunci: evaluasi internal, model evaluasi, kompetensi guru   INTERNAL EVALUATION MODEL OF ENGLISH TEACHERS’ COMPETENCY (IEMET) FOR SENIOR HIGH SCHOOL Abstract High School that can be used to identify the teacher’s strengths and weaknesses in learning and teaching processes and (2) find out the implementation effectiveness of the Internal Evaluation Model of English Teachers’ Competency for Senior High School. This study used research & development methods by following the pattern of phases developed by Borg & Gall (1983, p.775).  The subjects of this study were seventeen English teachers from seven Senior High Schools in South Sulawesi. The constructs of instruments consist of the instrument to evaluate English teachers’ competency in planning the materials, teachers’ competency in teaching and learning processes, and teachers’ competency in evaluating the result of teaching and learning processes. An Exploratory Factor Analysis (EFA)was used to analyze he instrument. The result showed the score of  KMO- MSA (Kaiser-Meyer-Olkin Measure of Sampling Adequacy) > 0.5,  Bartlett’s Test of  Sphericity ≤ 0.05, and the score of items total correlation rit<0.3. Meanwhile, the analysis of rater agreement used was Generalizability  of Variants (GENOVA). The interrater correlation showed that the score of G study was > 0.70. This result shows the instruments have fulfilled the requirement to evaluate the English teacher’s competency. In order to know to what extent the effectiveness of the Internal Evaluation Model of English teachers’ competency for Senior High School, the model was then evaluated by peer and the English teacher itself. They concluded that the components of the model were comprehensive, practical, economical, and were supported by instruments that valid and reliable. Keywords: internal evaluation, evaluation model, teachers’ competency

Researching Language and Semiotic Registers in Chemistry Lessons Using Multimodal Narratives

2019 ◽  
pp. 324-338
Author(s):  
Carolina José Maria
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Chemistry Teacher ◽  
School Students ◽  
Video Recordings ◽  
Chemical Concepts ◽  
Semiotic Registers

The main objective of this chapter is to extend the discussion of language and the use of semiotic registers in chemistry lessons. Audio and video recordings, students' notebooks, photographs of content, and activities recorded on the blackboard in chemistry lessons for high school students taught in a public school in the interior of the State of São Paulo enabled the construction of multimodal narratives (MNs). The qualitative analysis of the MNs allowed the identification and understanding of the semiotic registers present in eight lessons conducted by a chemistry teacher. The study revealed several semiotic registers present in the lessons, but there is little exploration of the processes of conversion between semiotic registers by the teacher and therefore by the students. The use of different semiotic registers without the necessary understanding of them can result in difficulties in the teaching and learning processes of chemical concepts.

scholarly journals Termobingo: desenvolvimento e aplicação de jogo educativo como recurso facilitador na aprendizagem de entalpia de ligação

2021 ◽  
Vol 1 (55) ◽  
Author(s):  
Dênis Patrício Vidal ◽  
Maíre Gomes de Meneses ◽  
Damião Da Silva Dantas ◽  
Emanuel Victor Da Silva Ramos ◽  
João Batista Moura de Resende Filho
Keyword(s):  
High School ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Learning Processes ◽  
Educational Process ◽  
Educational Game ◽  
Learning Problems ◽  
Alternative Method

<p>The ludic is resource that has always helped educators in the development of the learners’ cognitive abilities. In the Chemistry Education, several papers were reported about the relevance of the ludic in the teaching and learning processes. This paper reported a class experience in the application of an educational game called “TERMOBINGO” (game that helps students to learn how to determine the reaction’s enthalpy by the bond enthalpies’), in a class of the 3rd year of High School. We noted that ludic activities act as motivation tool for teaching and learning processes in classroom and they also act as alternative method to decrease teaching and learning problems. In addition, the students realized how important was the knowledge about chemistry concepts in order to participate effectively in the ludic activity. Thus, through this work we understand the importance of the games’ use in the educational process, as an instrument that facilitates integration, sociability, stimulate the playful, and mainly learning.</p>

scholarly journals The Role of Principal’s Managerial Leadership through Management based on School in Improving Quality of Students at Dwi Warna Senior High School Medan

2019 ◽  
Vol 2 (4) ◽  
pp. 575-585
Author(s):  
Sabar Lamhot Tua Simatupang ◽  
Rosma Nababan ◽  
Sanhedrin Ginting
Keyword(s):  
High School ◽  
Implementation Strategy ◽  
Teaching And Learning ◽  
Planning Process ◽  
Field Research ◽  
Senior High School ◽  
Community Relations ◽  
School Based ◽  
School Based Management ◽  
Supervision And Evaluation

This study aims: (a) to investigate the principal's planning process in implementing school-based management at Senior High School of Dwi Warna Medan, b) to investigate the principal's implementation strategy in implementing school-based management in Dwi  Warna Medan High School, and (c) to know the form of supervision and evaluation of the principal in the application of school-based management at  Senior High School of Dwi Warna  Medan. The type of this research is field research by using qualitative methods and descriptive approach. Data collection is conducted through interviews, observations and documentation in the field by involving principals and other school residents. The results of the research indicate that: (a) The process of planning the implementation of school- based management at  Senior High School of Dwi Warna runs pretty well and is implemented by involving the committee and all other school components; (b) The principal's implementation strategy in implementing school-based management is quite well implemented, this is proven by involving all components of the school, and (c) The form of supervision and evaluation of school-based management implementation at  Senior High School of Dwi Warna runs quite well. This is evidenced by the two supervision techniques that are carried out regularly by the principal. The evaluation not only emphasizes the process of teaching and learning activities, but also considers the other necessary aspects, for example: the competence of educators, students,  infrastructure, finance and community relations.

O Processo de Ensino e Aprendizagem de Biologia a Partir de uma Atividade Prática Realizada pelo PIBID em Colégio Modelo Luís Eduardo Magalhães

2018 ◽  
Vol 18 (4) ◽  
pp. 437
Author(s):  
Bruno Amorim Silveira ◽  
Obertal Da Silva Almeida ◽  
Nádia Amorim Pereira ◽  
Odair Lacerda Lemos
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
High School Biology ◽  
School Class ◽  
Biology Teaching ◽  
Practical Activity ◽  
High School Class ◽  
Before And After ◽  
Unknown Words

Inúmeras têm sido as dificuldades para se ministrar e assimilar, significativamente, os conteúdos de Biologia no Ensino Médio, em razão de fatores como o excesso de palavras desconhecidas e vocabulários técnicos utilizados e a existência das abstrações dos conceitos abordados. Neste sentido, uma das modalidades que tem sido muito utilizada juntamente com a teoria é a atividade prática. Neste contexto, este trabalho teve como objetivo analisar o ensino e aprendizagem de biologia a partir de uma atividade prática realizada pelo PIBID, no Colégio Modelo Luís Eduardo Magalhães. Os dados deste trabalho foram coletados em uma turma de 3º ano do Ensino Médio do Colégio Modelo Luís Eduardo Magalhães do município de Itapetinga-BA. Foi realizada uma atividade prática, sendo aplicados questionários antes e depois da realização mesma. Os resultados encontrados na análise dos questionários dos alunos mostraram que o PIBID tem contribuído para o aprimoramento do processo de ensino e aprendizagem, evidenciando a sua importância na formação de todos envolvidos direta e indiretamente com o programa.Palavras-chave: Ensino médio. Biologia. Bactérias. PIBID.AbstractNumerous difficulties have been encountered in teaching and assimilating Biology contents in high school, due to factors such as the excess of unknown words and technical vocabularies used and the existence of abstractions of the concepts addressed. In this sense, one of the modalities that has been widely used together with the theory is the practical activity. In this context, this work had as objective to analyze the Biology teaching and learning from a practical activity carried out by PIBID at Colégio Modelo Luis Eduardo Magalhães. The data of this work were collected in a 3rd year high school class of the Luís Eduardo Magalhães Model School in the municipality of Itapetinga-BA. A practical activity was performed, and questionnaires were applied before and after the same performance. The results found in the students’ analysis of the questionnaires showed that PIBID has contributed to the improvement of the teaching and learning process, evidencing its importance in the training of all directly and indirectly involved with the programKeywords: High school. Biology. Bacteria. PIBID.

scholarly journals The profile of biology teaching and learning materials from scientific literacy perspective

2021 ◽  
Vol 6 (2) ◽  
pp. 133-141
Author(s):  
Indah Karunia Sari ◽  
Yenny Anwar ◽  
Meilinda Meilinda
Keyword(s):  
High School ◽  
High Schools ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Environmental Changes ◽  
Senior High School ◽  
The Body ◽  
Teaching Materials ◽  
Learning Materials ◽  
Biology Teaching

Many researchers have developed scientific literacy, but no one has done scientific literacy study on biology teaching materials that include environmental change materials. The purpose of this study is to assess scientific literacy in senior high school biology teaching materials utilized by teachers in Palembang's Ilir Barat I district. This research was conducted using biology teaching materials in the form of books and modules used by teachers in grade X in 13 senior high schools in Ilir Barat I district, Palembang, both in public and private schools. This study employed a descriptive technique with content analysis, which included collecting and assessing biology teaching materials for senior high school grade X. All biology teaching materials for grade X of senior high school utilized in Ilir Barat I district Palembang were used as the population in this study, with environmental changes in biology teaching and learning materials for grade X of senior high school as the sample. The findings revealed that the scientific literacy category was represented in the teaching materials used in 13 senior high schools in the district of Ilir Barat 1 Palembang, with an average percentage of 34.24% for the body of knowledge, 45.35% for a method of investigation, 9.75% for a method of thinking, and 10.86% for the category of science, technology, and society interaction.

scholarly journals Animated Cell Biology: A Quick and Easy Method for Making Effective, High-Quality Teaching Animations

2006 ◽  
Vol 5 (3) ◽  
pp. 255-263 ◽  
Author(s):  
Danton H. O'Day
Keyword(s):  
High School ◽  
Cell Biology ◽  
Student Evaluations ◽  
Signalling Pathway ◽  
Quality Teaching ◽  
File Format ◽  
High Quality ◽  
Easy Method ◽  
Biology Teaching ◽  
Equivalent Time

There is accumulating evidence that animations aid learning of dynamic concepts in cell biology. However, existing animation packages are expensive and difficult to learn, and the subsequent production of even short animations can take weeks to months. Here I outline the principles and sequence of steps for producing high-quality PowerPoint animations in less than a day that are suitable for teaching in high school through college/university. After developing the animation it can be easily converted to any appropriate movie file format using Camtasia Studio for Internet or classroom presentations. Thus anyone who can use PowerPoint has the potential to make animations. Students who viewed the approximately 3-min PowerPoint/Camtasia Studio animation “Calcium and the Dual Signalling Pathway” over 15 min scored significantly higher marks on a subsequent quiz than those who had viewed still graphics with text for an equivalent time. In addition, results from student evaluations provided some data validating the use of such animations in cell biology teaching with some interesting caveats. Information is also provided on how such animations can be modified or updated easily or shared with others who can modify them to fit their own needs.

scholarly journals Implementasi pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta

2017 ◽  
Vol 4 (2) ◽  
pp. 153 ◽  
Author(s):  
Indah Pertiwi ◽  
Marsigit Marsigit
Keyword(s):  
High School ◽  
Data Collection ◽  
Character Education ◽  
Junior High School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Junior High ◽  
Learning Processes ◽  
Discrepancy Model ◽  
Mathematics Teaching And Learning

Penelitian bertujuan untuk mendeskripsikan implementasi, faktor pendukung dan penghambat penerapan pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta. Penelitian ini merupakan penelitian evaluasi model discrepancy model dengan pendekatan kuantitatif dan kualitatif. Penelitian melibatkan sampel sebanyak 22 SMP untuk pengumpulan data kuantitatif dan 6 SMP untuk pengumpulan data kualitatif. Hasil evaluasi dapat disimpulkan bahwa implementasi pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta termasuk dalam kategori cukup. Adapun faktor pendukung adalah (1) visi dan misi sekolah; (2) adanya peraturan dan tata tertib yang telah diatur sekolah, (3) dukungan dan kerjasama yang baik antar warga sekolah; (4) kondisi siswa yang memiliki dasar karakter baik; (5) contoh perilaku positif guru sebagai teladan. Sedangkan faktor penghambat adalah (1) guru belum memiliki pemahaman yang memadai tentang konsep pendidikan karakter dalam pembelajaran matematika; (2) guru mengalami kesulitan dalam mengidentifikasi nilai karakter dari kompetensi dasar pada mata pelajaran matematika; (3) guru belum dapat mengimplementasikan pendidikan karakter yang terintegrasi dalam pembelajaran matematika dengan baik; (4) sarana dan prasarana yang belum lengkap; (5) dokumentasi penilaian sikap siswa masih lemah. Character Education Implementation in Mathematics Teaching and Learning of Junior High School in Yogyakarta AbstractThe aim of this research was to describe the implementation, supporting factors and obstacles the implementation of character education in mathematics teaching and learning of junior high school in Yogyakarta. This research is an evaluation research discrepancy model with the quantitative and qualitative approach. The study involved 22 samples of SMP for quantitative data collection and 6 SMP for qualitative data collection. The results from this study revealed that character education implementation in mathematics teaching and learning of junior high schools in Yogyakarta was good. Supporting factors were: (1) the vision and mission of the school; (2) ground rules that have been designed by the schools; (3) support and cooperation among school members; (4) student’s condition who have a basic good character; and (5) examples of positive behavior of teachers as role models. Obstacles were: (1) teachers do not have enough understanding of character education especially in the implementation in mathematics teaching and learning processes; (2) teachers have difficulties to identify the character values from the basic competence of mathematics; (3) teachers have not been able to implement character education integrated to mathematics teaching and learning processes properly; (4) poor teaching and learning facilities in some schools; and (5) poor documentation of students’ character assessment.

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