Navegando por Autor "COSTA, Douglas da Silva"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Astronomia nas séries iniciais do ensino fundamentaluma proposta investigativa para o ensino de ciências
    (2019) COSTA, Douglas da Silva; SILVA, Delano Moody Simões da
    The teaching of science in the early grades of elementary school is an important strategy that can enable the student to build an identity of scientific approach, associated with teaching by investigation, enabling students to better assimilate the concepts studied. This research aimed to show how the teaching of science through investigation can help both the teacher and students who seek a better understanding of astronomy concepts. The qualitative methodology with participant research design was used as the research guiding methodology, and the field diary and observation as resources for data collection. This research was applied to a fifth-year class of the first grades of elementary school in a public school in Brasília-DF, presenting extremely relevant results regarding student participation, making it possible to build and apply theoretically abstract knowledge of astronomy in situations practices through the use of modelling.
  • Imagem de Miniatura
    Item
    Sala das sensações do big bang: o universo numa sala de aula
    (2019) MANGUEIRA, Mayra Samara Francisca; SANTOS, Celina Souza; ALMEIDA, Letícia; CUNHA, Samuel Loubach da; COSTA, Douglas da Silva
    This experience report demonstrates that the use of the Big Bang sensation room, using sensations and perceptions, images and audiovisual content help in the construction of knowledge and understanding of scientific phenomena, enabling the construction of meaningful learning. Four researchers/students of Natural Sciences, two advisors/masters in Science Teaching, all from FUP (Faculdade UnB de Planaltina), and a student with intellectual disability who has finished high school and a student with dyslexia, a student of Natural Sciences at FUP. In this report, we used the qualitative methodology with a participant research design and for the records of actions, we used photographs, records in field diaries, and drawings made by the students. The corpus of analysis of this research consists of a field diary, and the students' productions. Data analysis was semiotic and the results suggest that the intervention provided the construction of meaningful learning.