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Objetivo: Relatar a experiência de professores tutores e professores da Educação Básica, participantes do curso EAD Ensino de Ciências para a Promoção de Saúde na Escola Básica, na construção de um material didático-pedagógico para ser utilizado em sala de aula. Método: Para diversificar a rotina de aulas no ensino de Ciências e Biologia, direcionadas para alunos do ensino médio, os professores da Educação Básica que trabalharam os conteúdos do módulo de Saúde e Educação, desenvolveram um jogo de cartas que aborda a microbiologia, inspirado em Yu-Gi-Oh, uma série animada de mangá (histórias japonesas em quadrinhos), onde os jogadores usam cartas para duelar, em uma batalha simulada. Resultados: O material didático descreve os principais conceitos utilizados nojogo (duelo, pontos de vida, tipos de cartas etc.), as fases do duelo e os passos para iniciar o jogo. As cartas foram adaptadas para os assuntos abordados na microbiologia e continham nome do agente, tipo, descrição, atributo em cores, nível de ação em estrelas, número da carta e os pontos de ataque e de defesa. Conclusão: Espera-se estimular a interação e o aprendizado dos estudantes, através da aquisição de habilidades indispensáveis ao desenvolvimento intelectual e facilitação dos conceitos relacionados à microbiologia.

Objective: Report the experience of tutors and Basic Education teachers, participants in the EAD course Teaching Science for Health Promotion in Basic Schools, in the construction of didactic-pedagogical material to be used in the classroom. Method: To diversify the routine of teaching Science and Biology classes, aimed at high school students, the Basic Education teachers who worked on the contents of the Health and Education module, developed a card game that addresses microbiology, inspired by Yu-Gi-Oh, an animated manga series (Japanese comic books), where players use cards to duel in a simulated battle. Results: The teaching material describes the main concepts used in the game (duel, life points, types of cards, etc.), the phases of the duel and the steps to start the game. The cards were adapted to the subjects covered in microbiology and contained the agent's name, type, description, attribute in colors, action level in stars, card number and attack and defense points. Conclusion: It is expected to stimulate student interaction and learning, through the acquisition of skills essential for intellectual development and facilitation of concepts related to microbiology.

Objetivo: Reportar la experiencia de tutores y docentes de Educación Básica, participantes del curso EADEnseñanza de Ciencias para la Promoción de la Salud en Escuelas Básicas, en la construcción de material didáctico-pedagógico para ser utilizado en aula. Método: Para diversificar la rutina de enseñanza de las clases de Ciencias y Biología, dirigidas a estudiantes de secundaria, los docentes de Educación Básica que trabajaron los contenidos Salud y Educación desarrollaron un juego de cartas que aborda la microbiología, inspirado en Yu-Gi-Oh, una serie animada de manga (cómics japoneses), donde los jugadores usan cartas para batirse en duelo en una batalla simulada. Resultados: El material didáctico describe los principales conceptos utilizados en el juego (duelo, puntos de vida, tipos de cartas, etc.), las fases del duelo y los pasos para iniciar el juego. Las tarjetas estaban adaptadas a los temas tratados en microbiología y contenían el nombre del agente, tipo, descripción, atributo en colores, nivel de acción en estrellas, número de tarjeta y puntos de ataque y defensa. Conclusión: Se espera estimular la interacción y el aprendizaje de los estudiantes, a través de la adquisición de habilidades esenciales para el desarrollo intelectual y la facilitación de conceptos relacionados con la microbiología.

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Objetivo: estimular estudantes a serem protagonistas de ações que fomentassem na sua comunidade a popularização das ciências através de oficinas pedagógicas temáticas, colocando-os como construtores dos saberes, assim como, fortalecendo o papel extensionista da Universidade. Método:As atividades tiveram a participação de 80 alunos e foram desenvolvidas no Departamento de Ciências Biológicas (DCBIO) da Universidade Estadual de Feira de Santana (UEFS), pelos docentes do NUPEECBio, discentes e monitores. Foi realizada na SNCT (2019) com estudantes do Ensino Fundamental (6° e 7° ano) utilizando oficinas multitemáticas em Ciências. Após essa etapa, foram aplicados questionários e a avaliação qualitativa usando a Escala Likert para realizar uma avaliação qualitativa sobre a participação e adesão dos estudantes. Resultados:A análise dos dados em conjunto nos permitiu avaliar o grau de satisfação, percepção e cognição dos estudantes após cada oficina, demonstrando que as estratégias utilizadas foram exitosas. Conclusão:nessa experiência de interface Universidade e Escola básica, foi possível perceber a relevância da junção de atividades teóricas/práticas por meios de oficinas interdisciplinares no despertamento de curiosidade, motivação e receptividade dos estudantes.

Objective: to encourage students to take the lead in actions that would promote the popularization of science in their community through themed pedagogical workshops, placing them as builders of knowledge, as well as strengthening the university's extension role. Method: 80 students took part in the activities, which were carried out at the Department of Biological Sciences (DCBIO) of the State University of Feira de Santana (UEFS) by NUPEECBio teachers, students and monitors. It was held during SNCT (2019) with elementary school students (6th and 7th grade) using multi-thematic science workshops. After this stage, questionnaires and the Likert Scale were applied to carry out a qualitative assessment of student participation and adherence. Results:Analyzing the data together allowed us to assess the degree of satisfaction, perception and cognition of the students after each workshop, demonstrating that the strategies used were successful. Conclusion: in this experience of the interface between university and elementaryschool, it was possible to see the relevance of combining theoretical/practical activities through interdisciplinary workshops in arousing curiosity, motivation and receptivity in the students.

Objetivo: incentivar a los estudiantes a protagonizar acciones que promuevan la popularización de la ciencia en su comunidad a través de talleres educativos temáticos, convirtiéndolos en constructores de conocimiento y fortaleciendo el papel de extensión de la universidad. Método: 80 estudiantes participaron en las actividades, que se llevaron a cabo en el Departamento de Ciencias Biológicas (DCBIO) de la Universidad Estatal de Feira de Santana (UEFS) por profesores, estudiantes y monitores de NUPEECBio. Se llevó a cabo durante el SNCT (2019) con estudiantes de la escuela primaria (6º y 7º grado) utilizando talleres de ciencias multitemáticas. Después de esta etapa, se aplicaron cuestionarios y la Escala de Likert para llevar a cabo una evaluación cualitativa de la participación y la adhesión de los estudiantes. Resultados: El análisis conjunto de los datos nos permitió evaluar el grado de satisfacción, percepción y cognición de los alumnos luego de cada taller, demostrando que las estrategias utilizadas fueron exitosas. Conclusión: en esta experiencia de interfaz entre la universidad y la escuela primaria, fue posible constatar la importancia de la combinación de actividades teórico/prácticas a través de talleres interdisciplinares para despertar curiosidad, motivacióny receptividad en los alumnos.

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Objetivo: o estudo visou um relato de experiências entre os autores sobre a tutoria do módulo três durante o curso EAD no ano de 2022. Método: Este curso com atividades síncronas e assíncronas, para professores da educação básica e estudantes de graduação, foi realizado em outubro e novembro, do ano de 2022 e culminou na construção de uma cartilha com mapas mentais, temas e estratégias trabalhados durante o curso comomateriais pedagógicos para o ensino fundamental II. Resultados:A cartilha intitulada: as consequências do consumo de álcool ao sistema nervoso, teve como parceria professores de duas escolas básicas. Esta apresenta informações anatomofisiológicas a respeito do funcionamento do sistema nervoso e o álcool. A temática explica como o funcionamento do sistema nervoso pode ser afetado pelo uso de bebidas alcoólicas; compreensão das alterações causadas ao funcionamento do sistema nervoso pela ingestão de álcool e instrumentalização dos professores com mais um recurso pedagógico. Conclusão:Dessa forma, foi possível a promoção da sensibilização dos estudantes quanto aos aspectos negativos do uso de bebidas alcoólicas. Assim como, prevenção nos jovens quanto ao seuuso indiscriminado, colaborando com a popularização da ciência.

Objective:the study aimed to report experiences between the authors regarding the tutoring of module three during the EAD course in the year 2022. Method:This course with synchronous and asynchronous activities, for basic education teachers and undergraduate students, was carried out in October and November, 2022 and culminated in the construction of a booklet with mental maps, themes and strategies workedon during the course as teaching materials for elementary school II. Results:The booklet entitled: the consequences of alcohol consumption on the nervous system, was partnered with teachers from two basic schools. This presents anatomophysiological information regarding the functioning of the nervous system and alcohol. The theme explains how the functioning of the nervous system can be affected by the use of alcoholic beverages; understanding the changes caused to the functioning of the nervous system byalcohol intake and providing teachers with yet another pedagogical resource. Conclusion:In this way, it was possible to promote student awareness regarding the negative aspects of the use of alcoholic beverages. As well as prevention among young people regarding its indiscriminate use, collaborating with the popularization of science.

Objetivo: el estudio tuvo como objetivo relatar experiencias entre los autores respecto a la tutoría del módulo tres durante el curso EAD en el año 2022. Método: Este curso con actividades sincrónicas y asincrónicas, para docentes de educación básica y estudiantes de pregrado, se realizó en los meses de octubre y noviembre de 2022 y culminó con la construcción de una cartilla con mapas mentales, temáticas y estrategias trabajadas durante el curso como material didáctico para la escuela primaria II. Resultados:El cuadernillo titulado: las consecuencias del consumo de alcohol en el sistema nervioso, fue elaborado en colaboración con docentes de dos escuelas básicas. Presenta información anatomofisiológica sobre el funcionamiento del sistema nervioso y el alcohol. El tema explica cómo el funcionamiento del sistema nervioso puede verse afectado por el uso de bebidas alcohólicas; comprender los cambios que provoca en el funcionamiento del sistema nervioso la ingesta de alcohol y dotar a los docentes de un recurso pedagógico más. Conclusión: De esta manera, fue posible sensibilizar a los estudiantes sobre los aspectos negativos del consumo de alcohol. Así como la prevención entre los jóvenes sobre su uso indiscriminado, contribuyendo a la popularización de la ciencia.

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Practical methodologies that include food safety and hygiene education in pedagogical activities are strategies to prevent foodborne diseases (FBDs). Thus, the aim of this study was to investigate the knowledge of 7th-grade middle school students regarding food microbiology and food safety, and to apply workshop-based educational strategies that focus on scientific literacy. The students (144) were initially evaluated using a Likert-scale questionnaire (pre-intervention, Q0) with ten objective questions on microbiology and food safety. Once the questionnaire was evaluated, interventions were conducted through five science workshops of 50 min, over a period of 5 months. The workshops included educational games, laboratory practices, videos, and lectures that addressed microorganisms that are known to cause the most common FBDs in Brazil. After each workshop, students were asked to express their opinions and understanding of the content through semi-structured interviews. Six months after the end of the practical interventions, the students completed a second identical Likert-scale questionnaire (post-intervention, Q1), and the answers to both questionnaires (Q0 and Q1) were analyzed by calculating the middle rank. The middle rank of Q1 (mean = 0.65 ± 0.13) was 21% greater than the middle rank of Q0 (mean = 0.44 ± 0.16), and statistical significance was observed (p = .0135). This demonstrates that new information acquired during the workshops positively influenced learning. We believe that when practical approaches to food safety are included in school education as a priority, the prevalence of FBD will decrease.

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ABSTRACT Objectives: to identify, according to students' perception, controversies related to the term "pesticide" and its influence on health. Methods: field research, with qualitative analysis via discursive textual analysis. Collective interviews were carried out with students of ninth grade of elementary school from four rural schools in the western region of Paraná. Results: when analyzing students' statements, it was identified that pesticides are part of their reality and that of the local community Controversies related to pesticides and health arose, with emphasis on the form of production and the understanding of the real harm generated by exposure and use of pesticides. Conclusions: approaching pesticides in the context of education and health is essential so that there is a strengthening of discussions, in a critical and contextualized way, in school spaces, expanding the look at the topic as a way of enriching understandings and discourses on the subject.

RESUMEN Objetivos: identificar, en la percepción de los estudiantes, Ias controversias relacionadas con el término "pesticida" y su influencia en la salud. Métodos: investigación de campo, con análisis cualitativo a través del análisis textual discursivo. Se realizaron entrevistas colectivas con alumnos del noveno año de Ia enseñanza fundamental de cuatro escuelas rurales de la región occidental de Paraná. Resultados: al analizar las declaraciones de los estudiantes, se identificó que los plaguicidas son parte de su realidad y de la comunidad local. Surgieron controversias relacionadas con los plaguicidas y la salud, con énfasis en la forma de producción y la comprensión del daño real generado por Ia exposición y uso de plaguicidas. Conclusiones: abordar los plaguicidas en el contexto de Ia educación y la salud es fundamental para que haya un fortalecimiento de las discusiones, de forma crítica y contextualizada, en los espacios escolares, ampliando Ia mirada sobre ei tema como forma de enriquecer comprensiones y discursos sobre el tema.

RESUMO Objetivos: identificar, na percepção de estudantes, as controvérsias relacionadas ao termo "agrotóxico" e sua influência na saúde. Métodos: pesquisa de campo, com análise qualitativa via análise textual discursiva. Foram realizadas entrevistas coletivas com alunos do nono ano do ensino fundamental de quatro escolas do campo da região Oeste do Paraná. Resultados: ao analisar as falas dos estudantes, identificou-se que os agrotóxicos fazem parte da realidade deles e da comunidade local. Surgiram controvérsias relacionadas aos agrotóxicos e saúde, com destaque para a forma de produção e a compreensão dos reais malefícios gerados pela exposição e uso dos agrotóxicos. Conclusões: abordar os agrotóxicos no contexto da educação e saúde é essencial para que haja um fortalecimento das discussões, de forma crítica e contextualizada, nos espaços escolares, ampliando o olhar para a temática como forma de enriquecer as compreensões e os discursos sobre o tema.

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The World Health Organization indicates that more than 1.5 billion people are infected with geohelminths. Soil-transmitted helminths prevail mostly in tropical and subtropical regions, in areas with inadequate hygiene and sanitation conditions, and basic health education problems. Nematode eggs are structures of resistance and infection by fecal-oral transmission. When STH eggs are ingested, they can infect the potential host, causing abdominal pain, diarrhea, anemia, malnutrition, and physical-cognitive impacts in children. Taking advantage of the increasing employment of three-dimensional models of these structured based on light microscopy images to improve the research area and education could be an alternative to improve health education and spread scientific information on transmission and prevention. The objective of this work was to produce 3D printed models from bi-dimensional images of eggs based on their real morphological and morphometric characteristics. The virtual models were reconstructed from the acquisition and selection of images obtained using light microscopy. After selecting referential images, we constructed the models based on the vectorization of the egg structures. After vectorization, 3D modeling was performed and printed in PLA. 3D models have a high potential to contribute to the advanced morphological studies and teaching of parasitological sciences, enriching the teaching-learning process applicable in presential or remote teaching of basic education, undergraduate, and post-graduation classes.

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The COVID-19 pandemic has affected educational institutions around the world. One partial solution for students and teachers to continue the academic process involved the use of software and hardware technologies via the internet. The main objective of this research was to analyze the actions carried out by computer science teachers (and teachers who taught related degrees) in Sinaloa, Mexico, during the COVID-19 confinement period, to determine if the working conditions were different at all educational institutions. Based on quantitative, descriptive-explanatory, correlational, field, and cross-sectional approaches to data collection-a survey was designed and sent to teachers who taught classes in computer science and related careers. The results showed that although teachers felt prepared in designing and implementing virtual courses (90.73%), 68.5% believed that virtual classes were not enough for students (i.e., regarding replacing the training being offered). Likewise, teachers observed that only 27.8% of their students showed real commitment to online classes. In the hypothesis test, a chi-squared value of 3.84 was obtained, with a significance (p-value) of 0.137. There was a probability of error of 13.7%; this is high, considering that the level of significance must be 0.05 (5%) or less. It was concluded that teachers must be permanently trained in the use of new digital technologies; in addition, they must continuously produce academic material and make it available to the educational community. It is necessary for universities to design plans for the regulated use of applications and devices for academic purposes, update study plans and programs, and train teachers and students beyond conventional education.

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O objetivo deste estudo interdisciplinar foi usar curtas metragens produzidos por estudantes do ensino médio sobre temas da Química para o ensino de Sociologia. Neste sentido, foram produzidos mapas conceituais pelos estudantes, após a discussão dos curtas metragens, sob uma perspectiva sociológica. Nossos resultados mostram que os mapas conceituais podem atuar como instrumentos facilitadores para a aprendizagem, capazes de estimular a pesquisa e promover a autonomia dos estudantes durante o processo de construção do conhecimento.

The aimof this interdisciplinary study was useshort films produced by high school students about chemical themes to Sociology teaching. In this way, conceptual maps were constructedby students after short films discussion under a social perspective. Our results showed that conceptual maps could act as facilitating learning instrument, able to stimulate research and to promote student autonomy during the knowledge construction process.

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RESUMEN: El objetivo del presente estudio fue determinar la influencia de la implementación y aplicación de la metodología de enseñanza estaciones de aprendizaje, sobre un aprendizaje activo de la fisiología y morfología de la célula. Se trabajó con 90 estudiantes de enseñanza secundaria, distribuidos en un grupo control y otro experimental, los cuales recibieron clases tradicionales y la aplicación de la metodología estaciones de aprendizaje, respectivamente. Los datos fueron recolectados en base a test de concepciones y conocimientos, más encuesta de valoración. El análisis de los datos reveló que las estaciones de aprendizaje son una metodología de enseñanza efectiva en el aprendizaje de la célula, ya que permiten mejorar significativamente las concepciones previas de los estudiantes, los cuales valoran de manera positiva y significativa la metodología de la que fueron partícipes.

SUMMARY: The aim of this study was to determine the influence of the implementation and application of the learning stations teaching methodology on active learning of the physiology and morphology of the cell. We worked with 90 high school students, distributed in a control group and an experimental group, who received traditional classes and the application of the learning stations methodology, respectively. The data were collected based on a conception and knowledge test, plus an evaluation survey. The analysis of the data revealed that the learning stations are an effective teaching methodology in learning of the cell, since they allow to improve prior perceptions of the students, who significantly and positively value the methodology in which they participated.

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Resumen Este artículo tiene la finalidad de identificar la percepción estudiantil ante la adaptación de la metodología didáctica a la virtualidad en los cursos de procesamiento técnico BI-2001 Catalogación I y BI-3001 Indización, de la Escuela de Bibliotecología y Ciencias de la Información de la Universidad de Costa Rica, durante el I Ciclo lectivo del 2020. Para alcanzar dicho objetivo se realizó una investigación de tipo cuantitativa en la que se aplica un cuestionario en línea para analizar aspectos como el acceso que poseen a las clases virtuales y percepción respecto a las metodologías didácticas aplicadas. Se evidencia que contar con un adecuado acceso a internet es fundamental para continuar con el proceso educativo bajo la modalidad virtual, así como la importancia de adaptar los materiales didácticos y las evaluaciones que tradicionalmente se realizaban de manera presencial, considerando los factores que intervienen en la educación virtual.

Abstract This article identify the student perception of the adaptation of the didactic methodology to virtuality in the technical processing courses BI-2001 Cataloging I and BI-3001 Indexing, at the School of Library and Information Sciences of the University of Costa Rica, during the I school year of 2020. To achieve this objective a quantitative research was carried out in which an online questionnaire was applied to analyze aspects such as the access they have to virtual classes, perception regarding the applied didactic methodologies. It is observed that having an adequate internet access is essential to continue with the educational process under the virtual modality, as well as the importance of adapting the didactic materials and assessments that were traditionally carried out in person, considering the factors that intervene in the virtual education.

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