Relevant bibliographies by topics / Biology Notebooks

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Biology Notebooks'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Biology Notebooks"

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Mih, Nathan, Elizabeth Brunk, Ke Chen, Edward Catoiu, Anand Sastry, Erol Kavvas, Jonathan M. Monk, Zhen Zhang, and Bernhard O. Palsson. "ssbio: a Python framework for structural systems biology." Bioinformatics 34, no. 12 (February 12, 2018): 2155–57. http://dx.doi.org/10.1093/bioinformatics/bty077.

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Abstract Summary Working with protein structures at the genome-scale has been challenging in a variety of ways. Here, we present ssbio, a Python package that provides a framework to easily work with structural information in the context of genome-scale network reconstructions, which can contain thousands of individual proteins. The ssbio package provides an automated pipeline to construct high quality genome-scale models with protein structures (GEM-PROs), wrappers to popular third-party programs to compute associated protein properties, and methods to visualize and annotate structures directly in Jupyter notebooks, thus lowering the barrier of linking 3D structural data with established systems workflows. Availability and implementation ssbio is implemented in Python and available to download under the MIT license at http://github.com/SBRG/ssbio. Documentation and Jupyter notebook tutorials are available at http://ssbio.readthedocs.io/en/latest/. Interactive notebooks can be launched using Binder at https://mybinder.org/v2/gh/SBRG/ssbio/master?filepath=Binder.ipynb. Supplementary information Supplementary data are available at Bioinformatics online.
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Davies, Alan, Frances Hooley, Peter Causey-Freeman, Iliada Eleftheriou, and Georgina Moulton. "Using interactive digital notebooks for bioscience and informatics education." PLOS Computational Biology 16, no. 11 (November 5, 2020): e1008326. http://dx.doi.org/10.1371/journal.pcbi.1008326.

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Interactive digital notebooks provide an opportunity for researchers and educators to carry out data analysis and report the results in a single digital format. Further to just being digital, the format allows for rich content to be created in order to interact with the code and data contained in such a notebook to form an educational narrative. This primer introduces some of the fundamental aspects involved in using Jupyter notebooks in an educational setting for teaching in the bio/health informatics disciplines. We also provide 2 case studies that detail how we used Jupyter notebooks to teach non-coders programming skills on a blended Master’s degree module for a Health Informatics programme and a fully online distance learning unit on Programming for a postgraduate certificate (PG Cert) in Clinical Bioinformatics with a more technical audience.
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C. A. P. and E. B. Wilson. "Laboratory notebooks: Sacred works." Plant Molecular Biology Reporter 8, no. 4 (November 1990): 220–22. http://dx.doi.org/10.1007/bf02668757.

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Bavins, Terry. "Paper weight?: Electronic lab notebooks." Biochemist 24, no. 6 (December 1, 2002): 19–22. http://dx.doi.org/10.1042/bio02406019.

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The ongoing pressure to find the next blockbuster drug is felt nowhere more keenly than in the area of drug discovery, in which ever-increasing volumes of data need to be thoroughly analysed and likely candidates must be rapidly identified and patented. IT is already essential to the generation and processing of raw data in most drugdiscovery labs (the huge forward leaps in genomics, for example, would be unthinkable without it), and this was the area where the need for automation was initially most obvious and pressing.
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Medley, J. Kyle, Kiri Choi, Matthias König, Lucian Smith, Stanley Gu, Joseph Hellerstein, Stuart C. Sealfon, and Herbert M. Sauro. "Tellurium notebooks—An environment for reproducible dynamical modeling in systems biology." PLOS Computational Biology 14, no. 6 (June 15, 2018): e1006220. http://dx.doi.org/10.1371/journal.pcbi.1006220.

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Nelson, Andrew R. J., and Stuart W. Prescott. "refnx: neutron and X-ray reflectometry analysis in Python." Journal of Applied Crystallography 52, no. 1 (February 1, 2019): 193–200. http://dx.doi.org/10.1107/s1600576718017296.

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refnx is a model-based neutron and X-ray reflectometry data analysis package written in Python. It is cross platform and has been tested on Linux, macOS and Windows. Its graphical user interface is browser based, through a Jupyter notebook. Model construction is modular, being composed from a series of components that each describe a subset of the interface, parameterized in terms of physically relevant parameters (volume fraction of a polymer, lipid area per molecule etc.). The model and data are used to create an objective, which is used to calculate the residuals, log-likelihood and log-prior probabilities of the system. Objectives are combined to perform co-refinement of multiple data sets and mixed-area models. Prior knowledge of parameter values is encoded as probability distribution functions or bounds on all parameters in the system. Additional prior probability terms can be defined for sets of components, over and above those available from the parameters alone. Algebraic parameter constraints are available. The software offers a choice of fitting approaches, including least-squares (global and gradient-based optimizers) and a Bayesian approach using a Markov-chain Monte Carlo algorithm to investigate the posterior distribution of the model parameters. The Bayesian approach is useful for examining parameter covariances, model selection and variability in the resulting scattering length density profiles. The package is designed to facilitate reproducible research; its use in Jupyter notebooks, and subsequent distribution of those notebooks as supporting information, permits straightforward reproduction of analyses.
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Gomez, Noe A. "Using e‐notebooks to explore biochemistry with an agricultural lens." Biochemistry and Molecular Biology Education 48, no. 6 (November 2020): 667–69. http://dx.doi.org/10.1002/bmb.21467.

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BOOMER, SARAH M., DANIEL P. LODGE, and BRYAN E. DUTTON. "Bacterial Diversity Studies Using the 16S rRNA Gene Provide a Powerful Research-Based Curriculum for Molecular Biology Laboratory." Microbiology Education 3, no. 1 (May 2002): 18–25. http://dx.doi.org/10.1128/me.3.1.18-25.2002.

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We have developed a ten-week curriculum for molecular biology that uses 16S ribosomal RNA genes to characterize and compare novel bacteria from hot spring communities in Yellowstone National Park. The 16S rRNA approach bypasses selective culture-based methods. Our molecular biology course offered the opportunity for students to learn broadly applicable methods while contributing to a long-term research project. Specifically, students isolated and characterized clones that contained novel 16S rRNA inserts using restriction enzyme, DNA sequencing, and computer-based phylogenetic methods. In both classes, students retrieved novel bacterial 16S rRNA genes, several of which were most similar to Green Nonsulfur bacterial isolates. During class, we evaluated student performance and mastery of skills and concepts using quizzes, formal lab notebooks, and a broad project assignment. For this report, we also assessed student performance alongside data quality and discussed the significance, our goal being to improve both research and teaching methods.
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DiBartolomeis, Susan M., and James P. Moné. "Apoptosis: A Four-Week Laboratory Investigation for Advanced Molecular and Cellular Biology Students." Cell Biology Education 2, no. 4 (December 2003): 275–95. http://dx.doi.org/10.1187/cbe.03-06-0027.

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Over the past decade, apoptosis has emerged as an important field of study central to ongoing research in many diverse fields, from developmental biology to cancer research. Apoptosis proceeds by a highly coordinated series of events that includes enzyme activation, DNA fragmentation, and alterations in plasma membrane permeability. The detection of each of these phenotypic changes is accessible to advanced undergraduate cell and molecular biology students. We describe a 4-week laboratory sequence that integrates cell culture, fluorescence microscopy, DNA isolation and analysis, and western blotting (immunoblotting) to follow apoptosis in cultured human cells. Students working in teams chemically induce apoptosis, and harvest, process, and analyze cells, using their data to determine the order of events during apoptosis. We, as instructors, expose the students to an environment closely simulating what they would encounter in an active cell or molecular biology research laboratory by having students coordinate and perform multiple tasks simultaneously and by having them experience experimental design using current literature, data interpretation, and analysis to answer a single question. Students are assessed by examination of laboratory notebooks for completeness of experimental protocols and analysis of results and for completion of an assignment that includes questions pertaining to data interpretation and apoptosis.
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Ghannoum, Salim, Waldir Leoncio Netto, Damiano Fantini, Benjamin Ragan-Kelley, Amirabbas Parizadeh, Emma Jonasson, Anders Ståhlberg, Hesso Farhan, and Alvaro Köhn-Luque. "DIscBIO: A User-Friendly Pipeline for Biomarker Discovery in Single-Cell Transcriptomics." International Journal of Molecular Sciences 22, no. 3 (January 30, 2021): 1399. http://dx.doi.org/10.3390/ijms22031399.

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The growing attention toward the benefits of single-cell RNA sequencing (scRNA-seq) is leading to a myriad of computational packages for the analysis of different aspects of scRNA-seq data. For researchers without advanced programing skills, it is very challenging to combine several packages in order to perform the desired analysis in a simple and reproducible way. Here we present DIscBIO, an open-source, multi-algorithmic pipeline for easy, efficient and reproducible analysis of cellular sub-populations at the transcriptomic level. The pipeline integrates multiple scRNA-seq packages and allows biomarker discovery with decision trees and gene enrichment analysis in a network context using single-cell sequencing read counts through clustering and differential analysis. DIscBIO is freely available as an R package. It can be run either in command-line mode or through a user-friendly computational pipeline using Jupyter notebooks. We showcase all pipeline features using two scRNA-seq datasets. The first dataset consists of circulating tumor cells from patients with breast cancer. The second one is a cell cycle regulation dataset in myxoid liposarcoma. All analyses are available as notebooks that integrate in a sequential narrative R code with explanatory text and output data and images. R users can use the notebooks to understand the different steps of the pipeline and will guide them to explore their scRNA-seq data. We also provide a cloud version using Binder that allows the execution of the pipeline without the need of downloading R, Jupyter or any of the packages used by the pipeline. The cloud version can serve as a tutorial for training purposes, especially for those that are not R users or have limited programing skills. However, in order to do meaningful scRNA-seq analyses, all users will need to understand the implemented methods and their possible options and limitations.
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Dissertations / Theses on the topic "Biology Notebooks"

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Newson, Shereka Faye. "The Effect of Interactive Notebooks on the Science Proficiency of Biology 1 Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6850.

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Local High School, a pseudonym, located in Northwest Mississippi has in place two differing Biology 1 curricula; in one curriculum, the students use interactive notebooks daily and in the other curriculum, they are not used. The purpose of this ex post facto quasi-experimental study was to investigate the impact that an instructional tool, such as the interactive notebook, could have on student achievement. Instructional design theory and the materials, methods, environment, collaboration, content, and assessment (MMECCA) framework served as the theoretical framework for this study. The standard measure of science proficiency was provided by the test results from the Biology 1 Subject Area Testing Program assessment (SATP). Using data from 2016-2017 Biology 1 students who took the pretest, CASE 21 assessment, and the posttest, Biology 1 SATP assessment (N = 184), three independent samples t tests were used to analyze the data. The first independent samples t test performed on data from the pretest established that the two groups began the study with similar science proficiencies. The second and third independent samples t tests, conducted using overall mean scores and the mean scores for each of the individual six categories from the SATP Biology 1 assessment, determined that there was a statistically significant difference in the overall science proficiency of the two groups. A position paper was developed recommending the use of the interactive notebook to improve science proficiency. Positive social change is expected to occur as this information can be used to inform educational policy makers and close the achievement gap.
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Brito-Rodriquez, Carmen Lydia. "Advanced Molecular and Microbial Techniques: a Complete Laboratory Notebook." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278293/.

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The purpose of this project is to produce a complete and thorough notebook that may be used to supplement laboratory coursework. Its intent is to be used primarily by the students to aid them in understanding background information and the proper laboratory procedures involved in various types of experiments. The laboratory notebook is a summation of all the experiments and procedures used in the six-credit hour Advanced Microbial and Molecular Biology (BIOL 5160) course offered during the summer semester at the University of North Texas. This class is a team taught effort by Professors O'Donovan and Kunz. The course is constructed as an intensive practice exercise to teach the student about gene mutations, biosynthetic pathways, preparation and analysis of plasmid DNA, and many other topics included in the notebook.
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Clement, Elsa Joan Clark. "Effects of collaborative action research and biology journaling on high school student achievement." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1462708.

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Hill, Manson Wendy. "A collaborative effort to improve high school students' success via organized biology notebooks." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1459895.

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Books on the topic "Biology Notebooks"

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Darwin, Charles. Charles Darwin's notebooks, 1836-1844: Geology, transmutation of species, metaphysical enquiries. [London]: British Museum (Natural History), 1987.

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Darwin, Charles. Charles Darwin's notebooks, 1836-1844: Geology, transmutation of species, metaphysical enquiries. [London]: British Museum (Natural History), 1987.

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Biology: Student study art notebook. 5th ed. Dubuque, IA: Wm. C. Brown Publishers, 1996.

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1942-, Johnson George B., and Raven Peter H. 1936-, eds. Student study art notebook, understanding biology. 3rd ed. Dubuque, IA: WCB, 1995.

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Human biology: Student study art notebook. 4th ed. Dubuque: Wm. C. Brown, 1995.

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Mader, Sylvia S. Introduction to biology: Student study art notebook. Dubuque: WCB, 1994.

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Audesirk, Teresa. Life on earth: Student lecture notebook. 3rd ed. Upper Saddle River, NJ: Pearson Education, 2004.

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Murray, Richard C. Tree biology notebook: An introduction to the science and ecology of trees. Silver Spring, Maryland: STL Publishing, 2008.

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Tree biology notebook: An introduction to the science and ecology of trees. Silver Spring, Md: STL Pub., 2011.

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Darwin, Charles. Darwin's notebook: The life, times, and discoveries of Charles Robert Darwin. Philadelphia: Running Press, 2009.

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Book chapters on the topic "Biology Notebooks"

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LENO BENCHIMOL DA SILVA, DION, MARIA DA CONCEIÇÃO PEREIRA BUGARIM, LEONALDO DE CARVALHO BRANDÃO, ROSENETE SABAA SRUR DE ANDRADE, JHESSICA DOS SANTOS BARROS, LUCAS MARTINS FREITAS, RICARDO SOUSA COSTA, and SAMILLE CONCEIÇÃO DIAS. "RELATO DE EXPERIÊNCIA: UTILIZAÇÃO DE MICROSCÓPIO DIGITAL COMO FERRAMENTA METODOLÓGICA ALTERNATIVA EM AULAS DE BOTÂNICA NO 2º ANO DO ENSINO MÉDIO DA EEEM PAPA PAULO VI - NOVO REPARTIMENTO, PA." In Itinerários de resistência: pluralidade e laicidade no Ensino de Ciências e Biologia. Editora Realize, 2021. http://dx.doi.org/10.46943/viii.enebio.2021.01.501.

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A FORMA DE ENSINAR PASSA POR TRANSFORMAÇÕES CONSTANTES A FIM DE PROMOVER UMA APRENDIZAGEM SIGNIFICATIVA, SENDO O USO DE DIFERENTES METODOLOGIAS UM ALIADO IMPORTANTE NESSE PROCESSO. O OBJETIVO DO ESTUDO FOI ANALISAR A IMPORTÂNCIA DA UTILIZAÇÃO DE UM MICROSCÓPIO DIGITAL COMO FERRAMENTA DIDÁTICA VOLTADA PARA O ENSINO DE BOTÂNICA NA EEEM PAPA PAULO VI. AS AULAS PRÁTICAS FORAM DESENVOLVIDAS COM O AUXÍLIO DO MICROSCÓPIO DIGITAL USB ZOOM 1000X CÂMERA 2.0 MP SM® CONECTADO A UM NOTEBOOK POSITIVO STILO ONE XC3560 E UM DATASHOW EPSON. AS AULAS PRÁTICAS FORAM DESENVOLVIDAS EM 4 TURMAS DO 2º ANO DO ENSINO MÉDIO REGULAR. QUESTIONÁRIOS COM 11 QUESTÕES OBJETIVAS DESTINADOS AOS DISCENTES FORAM APLICADOS. OS RESULTADOS EVIDENCIARAM QUE O USO DO MICROSCÓPIO DIGITAL OBTEVE UMA AVALIAÇÃO POSITIVA POR PARTE DOS DISCENTES E, DESTACA-SE A PREFERÊNCIA DOS DISCENTES PELO USO DE RECURSOS DIDÁTICOS DIFERENCIADOS, POIS PARA ELES, AUMENTAM A PRODUTIVIDADE DA AULA.
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CRISTINA COSTA, ROSA, and JEAN CARLOS MIRANDA. "PRODUÇÃO DE JOGO DIDÁTICO SOBRE CORPO HUMANO PARA O ENSINO DE CIÊNCIAS/BIOLOGIA." In Itinerários de resistência: pluralidade e laicidade no Ensino de Ciências e Biologia. Editora Realize, 2021. http://dx.doi.org/10.46943/viii.enebio.2021.01.462.

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O TERMO LÚDICO TEM ORIGEM LATINA (LUDUS) E SIGNIFICA JOGO E BRINCADEIRA. PODEMOS ATRIBUIR TAMBÉM OS TERMOS ENTRETENIMENTO E DIVERSÃO, QUE SÃO ATIVIDADES LIGADAS AO PRAZER, POIS, ALÉM DE PROPORCIONAREM UMA SENSAÇÃO DE BEM-ESTAR, OS JOGOS FACILITAM A SOCIALIZAÇÃO E O CUMPRIMENTO DE REGRAS, MELHORANDO O CONVÍVIO SOCIAL. O LÚDICO, ANTES RESTRITO À EDUCAÇÃO INFANTIL E AO PRIMEIRO SEGMENTO DO ENSINO FUNDAMENTAL, TEM SIDO UTILIZADO TAMBÉM NO SEGUNDO SEGMENTO DO ENSINO FUNDAMENTAL, E NO ENSINO MÉDIO, DEVIDO À POSSIBILIDADE DE CONSTRUÇÃO DO CONHECIMENTO POR MEIO DE ATIVIDADES DINÂMICAS ONDE OS DISCENTES INTERAGEM ENTRE SI E COM O PROFESSOR, FACILITANDO A APRENDIZAGEM E SUA COMPREENSÃO DO MUNDO. UMA DAS FORMAS DE O PROFESSOR MANTER O INTERESSE DOS DISCENTES NAS AULAS, É UTILIZAR FERRAMENTAS QUE OS MOTIVEM E, AO MESMO TEMPO, FAVOREÇAM A CONSTRUÇÃO DO CONHECIMENTO. NESSE CONTEXTO, OS JOGOS DIDÁTICOS CONFIGURAM-SE COMO ATIVIDADES QUE DESAFIAM, CRIAM POSSIBILIDADES E FOMENTAM O APRENDIZADO. O PRESENTE TRABALHO APRESENTA O JOGO DIDÁTICO “CORPO HUMANO E IMAGEM”, PRODUZIDO COM VISTAS À UTILIZAÇÃO COMO FERRAMENTA AUXILIAR NA ABORDAGEM DO TEMA CORPO HUMANO, NA DISCIPLINA CIÊNCIAS/BIOLOGIA. A PESQUISA FOI REALIZADA NO COLÉGIO ESTADUAL RUI GUIMARÃES DE ALMEIDA (CERGA), UMA ESCOLA DA REDE ESTADUAL DE ENSINO, LOCALIZADA EM SANTO ANTÔNIO DE PÁDUA, REGIÃO NOROESTE DO ESTADO DO RIO DE JANEIRO. O CERGA ATENDE A ALUNOS DO ENSINO MÉDIO DO CURSO DE FORMAÇÃO DE PROFESSORES E DO ENSINO MÉDIO REGULAR (FORMAÇÃO GERAL). O CURSO DE FORMAÇÃO DE PROFESSORES FUNCIONA EM HORÁRIO INTEGRAL E POSSUÍA, EM 2018, TRÊS TURMAS, UMA DE CADA ANO DO ENSINO MÉDIO. INICIALMENTE, FOI ELABORADO UM QUESTIONÁRIO COM O OBJETIVO DE IDENTIFICAR AS DIFICULDADES DOS DISCENTES DO ENSINO MÉDIO DO CURSO DE FORMAÇÃO DE PROFESSORES EM RELAÇÃO AO CONTEÚDO DE BIOLOGIA, NO INTUITO DE INSTRUMENTALIZÁ-LOS PARA ATUAÇÃO NA DOCÊNCIA EM CIÊNCIAS, COM ÊNFASE NOS TEMAS CONSIDERADOS POR ELES COMO OS DE MAIOR COMPLEXIDADE, E PROPOR UMA FERRAMENTA PARA UTILIZAÇÃO, POR ELES, COM DISCENTES DO 5º ANO DO ENSINO FUNDAMENTAL I. A ANÁLISE DAS RESPOSTAS DOS DISCENTES INDICOU O TEMA CORPO HUMANO COMO O QUE ELES APRESENTAM MAIOR DIFICULDADE DE ASSIMILAÇÃO. POR ESSA RAZÃO, FOI DESENVOLVIDO O JOGO DIDÁTICO INTITULADO “CORPO HUMANO E IMAGEM”, INSPIRADO NO JOGO IMAGEM E AÇÃO® (GROW®).O KIT DO JOGO DIDÁTICO “CORPO HUMANO E IMAGEM” É COMPOSTO POR 1 TABULEIRO COM 80 CASAS, 4 PEÕES COLORIDOS (LARANJA, AZUL, ROSA E VERDE), 40 CARTAS-PERGUNTA, UMA FICHA CONTENDO AS RESPOSTAS DAS QUESTÕES DAS CARTAS-PERGUNTA, UM MANUAL DE REGRAS, UM DADO DE 6 FACES, UMA AMPULHETA (COM O TEMPO DE APROXIMADAMENTE 1 MINUTO) PARA MARCAR O TEMPO PARA RESPOSTA, 4 QUADROS BRANCOS PEQUENOS E 4 PINCÉIS PARA QUADRO BRANCO, NAS CORES DOS PEÕES. AS PERGUNTAS DO JOGO FORAM PRODUZIDAS A PARTIR DE LIVROS DO ENSINO FUNDAMENTAL I (5º ANO) ADOTADOS PELA REDE MUNICIPAL DE ENSINO DE SANTO ANTÔNIO DE PÁDUA (RJ). PARA A CONFECÇÃO DAS CARTAS-PERGUNTA, FORAM UTILIZADOS, ALÉM DOS LIVROS DIDÁTICOS, NOTEBOOK, IMPRESSORA COLORIDA, PAPEL CARTÃO E UMA PLASTIFICADORA. CADA CARTA-PERGUNTA CONTÊM UMA INFORMAÇÃO SOBRE UM ÓRGÃO, SISTEMA OU OUTRA ESTRUTURA DO CORPO HUMANO E O ALUNO QUE É O DESENHISTA DA VEZ, DEVE IDENTIFICAR E DESENHAR A RESPOSTA CORRETA PARA QUE O SEU GRUPO, AO OLHAR O DESENHO, ACERTE A RESPOSTA. O JOGO “CORPO HUMANO E IMAGEM” SEGUE A SEGUINTE DINÂMICA: A TURMA É DIVIDIDA EM ATÉ 4 EQUIPES; CADA EQUIPE ESCOLHE UM PEÃO COLORIDO (LARANJA, AZUL, ROSA E VERDE); CADA EQUIPE RECEBE 1 QUADRO BRANCO E 1 PINCEL PARA QUADRO BRANCO NA COR ESCOLHIDA; APÓS A DIVISÃO DA TURMA EM EQUIPES, É FEITO O LANÇAMENTO DO DADO PARA DEFINIÇÃO DA ORDEM DE PARTICIPAÇÃO DAS EQUIPES; O MEDIADOR (PROFESSOR) EMBARALHA AS CARTAS E COLOCA COM A FACE DAS PERGUNTAS VOLTADAS PARA BAIXO; ELE APANHA A PRIMEIRA CARTA DA PILHA E ENTREGA PARA UM MEMBRO DA PRIMEIRA EQUIPE, QUE TERÁ O TEMPO DE UMA AMPULHETA PARA FAZER O DESENHO REFERENTE A PERGUNTA E SEU GRUPO ACERTAR A RESPOSTA; A CADA RODADA UM COMPONENTE DO GRUPO É O DESENHISTA QUE TENTA PASSAR À SUA EQUIPE A RESPOSTA DA QUESTÃO, EM FORMA DE DESENHO. É PROIBIDO FALAR, ESCREVER LETRAS E/OU NÚMEROS E FAZER GESTOS E/OU MÍMICAS. EM CASO DE ACERTO, A EQUIPE LANÇA O DADO E ANDA O NÚMERO DE CASAS CORRESPONDENTE, A VEZ PASSA PARA A EQUIPE SEGUINTE E A CARTA-PERGUNTA VAI PARA A PILHA DE DESCARTE. EM CASO DE ERRO, A EQUIPE NÃO LANÇA O DADO, A VEZ PASSA PARA A EQUIPE SEGUINTE E A CARTA-PERGUNTA VAI PARA O FINAL DA PILHA. SE, AO ANDAR PELO TABULEIRO, O PEÃO CAIR NAS CASAS DE COR AZUL CLARO, A EQUIPE TEM DIREITO A MAIS UM LANÇAMENTO DO DADO E ANDA O NÚMERO DE CASAS CORRESPONDENTES; SE O PEÃO CAIR NAS CASAS DE COR PRETA, A EQUIPE FICA UMA RODADA SEM JOGAR. O JOGO SEGUE ESSA DINÂMICA ATÉ QUE UMA DAS EQUIPES ATINJA A CASA “CHEGADA”.
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