Navegando por Autor "Silva, Sheyene Rafaeli Cremasco da"

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    Produto educacional
    Atividades práticas experimentais no ensino fundamental anos iniciais: otimizando a aprendizagem de ciências sob a perspectiva da neurociência.
    (Universidade Estadual do Norte do Paraná, 2026) Silva, Sheyene Rafaeli Cremasco da; Costa, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995
    The Teaching of Science (ST) in the Early Years of Elementary School (EYES) is frequently neglected, with priority given to literacy and, as a result, denying children their right to access scientific knowledge. In light of this, this dissertation proposes an approach to science teaching in the EYES through practical experimental activities, based on the principles of Neuroscience.The main objective was to create a Didactic Guide with practical experimental activities to assist teachers in planning and executing lessons. This was based on the problem statement: "In what ways can the use of practical experimental activities in ST, developed from the perspective of Neuroscience, serve as a reference material for teachers in the EYES, in the planning and execution of their lessons?". The research was developed with teachers from the municipal school system of Uraí, a city located in northern Paraná. To support the guide's development, an initial diagnostic interview was conducted with the teachers to identify the most challenging content for students to understand, related to the thematic unit "Earth and Universe." Its implementation took place in a workshop for municipal school teachers, providing a space for reflection on the importance of the subject and the use of practical experimental activities as a learning resource for the indicated content, in order to overcome comprehension difficulties. Data analysis was conducted using Discursive Textual Analysis (DTA), which revealed four categories of analysis: 1) Pedagogical practice; 2) Science teaching in the EYES; 3) Neuroscience; and 4) Learning difficulties. The research demonstrated that the use of practical experimental activities, aligned with Neuroscience, optimizes the learning process, promotes student engagement, and stimulates critical thinking. The study concludes that by understanding how the brain learns, teachers can plan more effective, dynamic lessons that spark scientific interest.
  • Imagem de Miniatura
    Dissertação
    Atividades práticas experimentais no ensino fundamental anos iniciais: otimizando a aprendizagem de ciências sob a perspectiva da neurociência.
    (Universidade Estadual do Norte do Paraná, 2026) Silva, Sheyene Rafaeli Cremasco da; Costa, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995
    The Teaching of Science (ST) in the Early Years of Elementary School (EYES) is frequently neglected, with priority given to literacy and, as a result, denying children their right to access scientific knowledge. In light of this, this dissertation proposes an approach to science teaching in the EYES through practical experimental activities, based on the principles of Neuroscience.The main objective was to create a Didactic Guide with practical experimental activities to assist teachers in planning and executing lessons. This was based on the problem statement: "In what ways can the use of practical experimental activities in ST, developed from the perspective of Neuroscience, serve as a reference material for teachers in the EYES, in the planning and execution of their lessons?". The research was developed with teachers from the municipal school system of Uraí, a city located in northern Paraná. To support the guide's development, an initial diagnostic interview was conducted with the teachers to identify the most challenging content for students to understand, related to the thematic unit "Earth and Universe." Its implementation took place in a workshop for municipal school teachers, providing a space for reflection on the importance of the subject and the use of practical experimental activities as a learning resource for the indicated content, in order to overcome comprehension difficulties. Data analysis was conducted using Discursive Textual Analysis (DTA), which revealed four categories of analysis: 1) Pedagogical practice; 2) Science teaching in the EYES; 3) Neuroscience; and 4) Learning difficulties. The research demonstrated that the use of practical experimental activities, aligned with Neuroscience, optimizes the learning process, promotes student engagement, and stimulates critical thinking. The study concludes that by understanding how the brain learns, teachers can plan more effective, dynamic lessons that spark scientific interest.