Spelling suggestions: "subject:"laborat?rio dde solos e plantas"" "subject:"laborat?rio dde solos e llantas""
1 |
1981A contribui??o do laborat?rio de solos e plantas do Instituto Federal do Esp?rito Santo ? Campus Itapina na forma??o acad?mica dos alunos do curso superior de agronomia / The contribution of the Soil and Plant Laboratory of Esp?rito Santos?s Federal Institute ? Campus Itapina in the academic education of students in the agronomy superior courseTeixeira, Petterson Gon?alves 27 November 2015 (has links)
Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-03T11:08:37Z
No. of bitstreams: 1
2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5) / Made available in DSpace on 2017-01-03T11:08:38Z (GMT). No. of bitstreams: 1
2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5)
Previous issue date: 2015-11-27 / This study repots the importance of teaching practices and their contribution in the teachinglearning
process when they provide both theoretical and practical studies by using IFES?s Soil
and Plant Laboratory. The general objective of this study was to analyze the contribution level
of IFES?s Soil and Plant Laboratory (LSP) ? Campus Itapina in the academic education of
students in the agronomy superior course. Since the LSP is recognized as of excellence around
the nation, it was brought about the need to investigate students? and professors? standpoint
whether the teaching reaches not only the understanding and mastery of the curriculum subject
contents, but also and mainly the development of capabilities to articulate the theoretical and
practical knowledge so as to contextualize them in their practical actions during the academic
and professional life. To prove the veracity of this study, the methodology adopted the
qualitative and quantitative approaches and, according to the purpose, the study was classified
as an applied research of exploratory character. As to the technical procedures, the research is
classified as bibliographical, documental and participatory. The instruments used for the
research were observation, documental research and questionnaires containing open and closed
questions answered by students taking the agronomy course during the second semester of the
years 2010, 2011 and 2014 as means of comparison of theoretical and practical knowledge.
Professors also answered questionnaires if their subjects were related to the soils and plants,
according to the curriculum subject contents of the agronomy superior course. This study was
organized in chapters, which describe the steps of the agricultural knowledge historicity, the
evolution of agricultural teaching at IFES ? Campus Itapina, as well as the emergence of the
agronomy course at the institution. It also reports the importance of IFES?s Soil and Plant
Laboratory and its relevant contributions to the teaching, research and extension programs in
the Campus. The obtained results helped the acknowledgment of the importance of academic
practices during the agricultural teaching, according to the data from the questionnaires, which
demonstrate the satisfaction rates, the acquired knowledge, the importance of the course, the
development of the students, as well as the contribution of the LSP to the education of the
students in the agronomy superior course. This research is supposed to contribute to needed
changes and improvements in the pedagogical plan for the course so as to significantly
contribute to the awakening and increase of the scientific interest of students. / A presente pesquisa relata a import?ncia das pr?ticas de ensino e a contribui??o destas no
processo ensino-aprendizagem, quando proporcionam a rela??o te?rico - pr?tico - laboratorial
no curso superior de Agronomia. O objetivo geral foi o de analisar o n?vel de contribui??o que
o Laborat?rio de Solos e Plantas do IFES ? Campus Itapina exerce para a forma??o
acad?mica dos discentes do curso superior de Agronomia. Sabendo-se que o LSP tem seu
reconhecimento de excel?ncia em n?vel nacional, surgiu a inquieta??o de se investigar se, para
os alunos e docentes do curso de Agronomia, o ensino atinge n?o somente a compreens?o e o
dom?nio dos conte?dos das disciplinas curriculares, mas, principalmente, o desenvolvimento
de suas capacidades de articular os diversos saberes te?rico-pr?ticos e contextualiz?-los em
suas a??es pr?ticas na vida acad?mico-profissional. Para comprova??o da veracidade deste
trabalho, a metodologia adotou abordagens qualitativas e quantitativas e, de acordo com a
finalidade, classificou-se como pesquisa aplicada, de car?ter explorat?rio. Quanto aos
procedimentos t?cnicos, a pesquisa pode ser classificada como bibliogr?fica, documental e
pesquisa participante. Os instrumentos de pesquisa utilizados foram a observa??o, a pesquisa
documental e a aplica??o de question?rios com perguntas abertas e fechadas aos discentes do
curso de Agronomia dos anos de 2010/2, 2011/2 e 2014/2, como forma comparativa ao
conhecimento te?rico-pr?tico. Tamb?m se aplicou question?rio aos docentes cujas disciplinas
t?m como base o ensino das ?reas afins e correlatas ? solos e plantas, conforme a matriz
curricular do curso superior de Agronomia. A organiza??o deste trabalho deu-se por meio de
cap?tulos, por onde se transcrevem as etapas da historicidade do conhecimento agr?cola, a
evolu??o do ensino agr?cola no IFES - Campus Itapina, at? situar o surgimento do curso de
Agronomia nessa institui??o. Destacou-se, tamb?m, a import?ncia do Laborat?rio de Solos e
Plantas e sua relevante contribui??o ao ensino, ? pesquisa e ? extens?o do Campus.Os
resultados obtidos neste trabalho nos ajudam a compreender qu?o importantes s?o as pr?ticas
acad?micas no ensino agron?mico, conforme os dados analisados nos question?rios, que
demonstram os percentuais de satisfa??o, conhecimentos adquiridos, a import?ncia do curso, o
desenvolvimento dos alunos e a contribui??o do Laborat?rio de Solos e Plantas para a
forma??o acad?mica dos alunos do curso superior de Agronomia.Espera-se que esta pesquisa
possa contribuir para as mudan?as de melhorias necess?rias no plano pedag?gico de ensino do
curso, a fim de incrementar significativamente contribui??es no despertar cient?fico dos
discentes.
|
Page generated in 0.1326 seconds