Navegando por Autor "HERMEL, Erica do Espirito Santo"

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    A Experiência da Educação Tutorial na Formação de Professores de Ciências: A Implantação do PETCiências
    (2012) GÜLLICH, Roque Ismael da Costa; HERMEL, Erica do Espirito Santo
    The proposal of PETCiências from the Federal University of Fronteira Sul - UFFS, aims at excellence in the training of undergraduates of the course through qualification in the professional area, which is training with emphasis on the central axes: Environment and Teacher Training. We are committed to a project that is centered on integrated formative activities of teaching, research and extension, in an interdisciplinary nature, bringing together Biology, Physics and Chemistry in an articulated way with themes in Science. Through PETCiências, we believe it is possible to strengthen and qualify the training spaces of the Courses involved: Degrees in Biological Sciences, Physics and Chemistry, as the program is a driving force that, by challenging undergraduates, tutors and teachers to think about improving the quality of training in a collaborative way, it also seeks to (re)configure the training processes, making them innovative, seeking to increasingly constitute a collective, critical, creative and autonomous profile in the licensors involved.
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    As imagens nos livros didáticos de biologia celular do ensino superior
    (2014) MELO, Jonas Both de; KUPSKE, Carine; HERMEL, Erica do Espirito Santo
    Images have been widely used to facilitate the learning of concepts in the classroom. The objective of the present work was to evaluate images from Cell Biology textbooks in Higher Education. Five books on Cell Biology, made available by the UFFS library, were analyzed. The images were classified into categories: Degree of iconography, functionality, relationship to the main text, verbal tags and scientific content. Images from the iconography category of the illustration type prevailed over diagrams, with a predominance of the photography subcategory. Regarding functionality, all images were informative. In relation to the text, the connotative subcategory prevailed. The verbal tags were relational and the content scientifically correct. In this research, it is clear that it is necessary to be careful with the use of images as a teaching resource, as they do not always fulfill their function. Teachers need to analyze them and adapt them to their teaching needs.