Navegando por Autor "Adão Neto, Minos Martins"

Agora exibindo 1 - 20 de 31

Uma abordagem do sistema caótico em circuitos elétricos usando simulação no ensino médio
(2020-02-17) Marinho, Lucas Linhares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Rubens; http://lattes.cnpq.br/7758874670659474
The present work highlights the study on the approach of the chaotic system involved in non-linear electrical circuits in didactic activities in the teaching of Physics, in High School, through online simulations of the applet type. The objective of this research was to apply a non-linear system to the circuits and their related equations to then analyze and verify their behavior, a subject that is part of the 2nd part of Physics 03 in High School and which are studied in the 3rd year in Electricity, in a more dynamic, profitable, contextualized way and with the aid of an online simulator, free of charge and open access. It is worth mentioning that an important detail in this work was to insert the content of the chaotic system, a subject that is not even seen in undergraduate courses. This is the differential of the work, incorporating content that is not inserted in the curriculum of High School, but the intention here is only to contextualize it within the electrical circuits and show the importance of it using simulations to better understand them. The simulations were approached by a simulator called Falstad that served as a resource used as a strategy to mediate the teaching of electrical circuits involving chaotic system and make learning more effective and active through graphics and mathematical modeling from the virtual simulator. The activities proposed in this research were based on the constructivist theory of Jerome Bruner that takes into account teaching by discovery and the proposal for a curriculum in a spiral format, in which the content is proposed in a superficial and in-depth way according to the student's learning. As a tool for data collection, a questionnaire was used as a diagnosis on the subject at hand, a pre-test to measure knowledge about the issues involved, a list of activities based on the outline of the class and a post-test as an evaluation. It can be seen that from the proposed methodology taught in schools, it was obtained from the students' view that it shortened doubts and was a potentially significant methodology and using the simulations, experiment and the physical concepts already clarified, and thus, approached theoretical and scientific knowledge of Physics with the student's reality, favored their learning, connections between problem situations presented in virtual simulations and physical contents were obtained through interaction and direct contact, aroused the pleasure of learning and activities, and had an innovative character, making Physics classes more profitable.
Uma abordagem do sistema caótico em circuitos elétricos usando simulação no ensino médio
(2020-02-17) Marinho, Lucas Linhares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Salmón, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Rubens; http://lattes.cnpq.br/7758874670659474; http://repositorio.ifam.edu.br/jspui/handle/4321/558
Coletânea de experimentos, de simulações e a produção do EletricGame
(2021-05-19) Figueiredo, Tatiane Lúcia Abreu de; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Garcés, Erix Alexander Milán; http://lattes.cnpq.br/8924604456894021; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; http://repositorio.ifam.edu.br/jspui/handle/4321/886
Conceitos básicos da física dos semicondutores apoiado no uso de software e experimento de baixo custo
(2019-06-14) Reis, Luana Tavares; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Gomes, Erica Cupertino; http://lattes.cnpq.br/6231268526492864
This work aims to insert Semiconductor Physics in the scope of High School (EM). From an educational perspective, the introduction of topics on Modern and Contemporary Physics (FMC) allows the student to perceive that what is studied in the classroom explains the technology contained in his computer, his cell phone, residential alarm systems and others, which shows the transcendence from themes discussed in school to its own experience. Fromthis perspective, the general objective of our research is: to explore the technological development linked to Semiconductor Physics and Electricity, realizing its applicability in the modern world, promoting a student-teacher interaction, research, discussions and group work, based on the theoretical development of significant learningfrom David Ausubel, and therefore improving knowledge and skills in problem solving. Data survey and research applications were performed in a public school in Manaus - AM, located in the North Zone. The application of the educational product followed the steps of a didactic sequence, with the central theme Semiconductor Physics, in which the constructed physical concepts were analyzed with physical and online applications using scratch platform, ending with circuit set up. Student‟s performance analysis was done in parts, class by class, with the intuit of measure positive results on the best way, and at the end of the process the students were able to realize that the contextualization of the themes has great influence on the learning process.From a general point of view, the results obtained were satisfactory, considering the commitment inactivities performed both in classroom or computer and science laboratories, and student‟s evolution in each applied test that was observed mostly as improvement in the written arguments.
Conceitos básicos da física dos semicondutores apoiado no uso de software e experimento de baixo custo
(2019-06-14) Reis, Luana Tavares; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Gomes, Erica Cupertino; http://lattes.cnpq.br/6231268526492864; http://repositorio.ifam.edu.br/jspui/handle/4321/807
A construção de uma UEPS para o ensino do efeito DOPPLER relativístico com elementos contextuais da cosmologia
(2023-12-11) Barbosa, Verônica Tavares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143; Santos, José Jamilton Rodrigues dos; http://lattes.cnpq.br/5465012466654473; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284
This dissertation discusses the results of the construction and implementation of a Potentially Significant Teaching Unit based on David Ausubel’s Theory of Meaningful Learning. Its intention is to classify itself as potentially significant material for teaching the relativistic Doppler effect with contextual elements of Cosmology to third-year high school students. Thinking about the problems inherent in the didactic transposition of this theme to basic education, we sought to investigate which pedagogical strategies could help students in the construction of meaningful learning. To this end, the UEPS was organized in accordance with the sequence of steps established by Moreira (2011), and incorporated into its structure are digital educational objects and the active Peer Instruction methodology. It is noteworthy that these strategies present themselves as alternatives to streamline expository classes and encourage active and collaborative participation by students. Regarding the characterization of the research, it is bibliographic in nature, with a qualitative and quantitative approach, and its objectives are exploratory-descriptive in nature. The UEPS results were analyzed in light of Bloom’s revised Taxonomy, revealing encouraging signs of acquisition, assimilation and construction of meaningful learning
Contribuições pedagógicas no ensino de calorimetria e transferência de calor
(2020-10-27) Cerdeira, Débora Silva; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Pacobahyba, Josefa Teixeira Mendonça; http://lattes.cnpq.br/0521315770932665; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035
The present work aims to build and evaluate a pedagogical proposal for the Teaching of Physics, which in turn, is based on the development of a didactic sequence for teaching-learning in the study by prior diagnosis of the student's reality. The research under development takes place with 62 high school students of the 2nd grade, in a public school located in the Compensa neighborhood, west of the city of Manaus-AM, with the content of Calorimetry and heat transfer. The role of the teacher is of paramount importance in the education of the student. Motivating you to produce tools necessary for your scientific development. Encourage them to apply knowledge through project activities using new tools. The methodology used is qualitative, this work describes the elaboration and application of Potentially Significant Teaching Units (UEPS), in which it makes possible to create proposals that can contribute to methodologically guide the teacher of basic education, in the conception of Marco Antônio Moreira for the UEPS, which is conducted from the first teacher-student contact, obtaining the characterization of the room and the people who are in it. During the research, the students have guidelines, as support from the teacher to progress the activities. At the end, the purpose of the didactic sequence that aims to apply the didactic sequences, which were to verify the applicability in relation to the available time (of the Physics classes of the year), verification of evidence of conceptual evolution in the students, potential to promote the readiness to learn and the acceptance of the didactic sequence. These aspects were evaluated during the application of the didactic sequence. Starting from the research problem that clarifies the real understanding of the thermal equilibrium process seen microscopically. The results allow us to infer that there was productivity, with about 95% approval for new sequential classes. And the rate of correct answers regarding the test is quite significant, with well-designed conceptual responses. As a result of this work, the educational product originated, which classifies four didactic sequences organized and based on the philosophy of epistemological diagrams, all aimed at understanding the microscopic process of agitating particles, through thermal equilibrium.
Descobrindo conceitos cinemáticos e dinâmicos através da interatividade e da leitura: uma prática investigativa em física
(2018-08-20) Souza, Everson Apolinário de; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Hirsch, Luciana Rocha; http://lattes.cnpq.br/0257829315186935; Azevedo, José Roberto Viana; http://repositorio.ifam.edu.br/jspui/handle/4321/833
Descobrindo conceitos cinemáticos e dinâmicos através da interatividade e da leitura: uma prática investigativa em física
(2019-08-12) Santos Júnior, Marcelo dos; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; http://repositorio.ifam.edu.br/jspui/handle/4321/663
Descobrindo conceitos cinemáticos e dinâmicos através da interatividade e da leitura: uma prática investigativa em física
(2019-08-12) Santos Júnior, Marcelo dos; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Marcio Gomes da; http://lattes.cnpq.br/2363782297790054; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035
The teaching of physics centered on the memorization of formulas and repetitive exercises has washed away the predominance of a didactic-pedagogical procedure that left the research scope of this science in a secondary or even non-existent character. And, faced with new educational requirements with an emphasis on skills and competency development, the memory focus on physics has become inefficient. In order to follow an investigative approach, it was decided to elaborate a didactic sequence in Jorde's investigative perspective to two classes of the 1st year of high school. In order to contemplate this educational itinerary, didactic practice was divided into seven stages anchored in real, virtual experiments and in reading through problem situations. With interactivity and collective discussion contemplating such stages, Lev Vygotsky's theory of learning was used as theoretical support. As educational practice also used previous knowledge and organizers to achieve the objectives of the research, the theory of David Ausubel was also used in an integrated way. The last part of the methodology basically consisted of contemplating the final objective of the didactic product, which basically consisted in the individual construction of a conceptual map interconnecting kinematic and dynamic concepts through the relation between Newton's first two laws and the causes of accelerated and / or rectilinear. Through qualitative and quantitative data it was possible to perceive to extract evidence of significant learning from the student body, both during and after the research. The results analyzed separately from each class, as well as the comparative results, showed an indicative of effective learning of kinematic and dynamic concepts.
Ensino de física contemporânea: a história da nanotecnologia utilizando o método Peer Instruction
(2023-03-03) Medeiros, Erickson Morais de; Adão Neto, Minos Martins; Adão Neto, Minos Martins; Hirsch, Luciana Rocha; Silva Filho, Wnaderley Vitorino da
Nanotechnology is a branch of inter and multidisciplinary science, therefore it enables various topics to be covered in the classroom. This work aims to explore the History of Nanotechnology, through the use of the Theory of Didactic Transposition, Chevallard, and making use of active methodologies, notably Peer Instruction, and its theoretical contributions such as Vygotsky and Ausubel's Learning Theories. We elaborate a Didactic Sequence based on this methodology, created by Eric Mazur, and evaluated with the Hake Gain methodology, which is a standardized measurement that serves as a basis of comparison between two states or learning times. Due to the problems caused by the Covid-19 Pandemic, the Educational Product created for this dissertation has characteristics of hybrid classes, but was applied online in your totality. With the health problems, the student group had the participation of seven volunteer students from IFAM (Campus Manaus and Campus Itacoatiara), forming a heterogeneous group where many did not know each other. The obtained results in the application of the Educational Product were satisfactory, since the average gain was 0.5 (Hake Normalized Gain), but due to the wrong choice of a question (type of question), which led students into error, this gain would perhaps be better.
Explorando a física na música
(2022-02-25) Santos, Lelyz; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035
The present work proposes a didactic sequence together with a low-cost experiment making an interdisciplinarity with music. The application of the product was in a night class of the 2nd year of EJA (Youth and Adult Education) in the period November 2021 during the COVID-19 pandemic, after resumption of face-to-face classes authorized by the government of the State of Amazonas, after eighteen months of face-to-face classes suspended. It brings the relationship between music and sounds through intervals, harmony and other musicalities. The work will have Ausubel as one of the pedagogical foundations for meaningful teaching and learning. It will have a good theoretical basis and the mathematical and physical foundations to support the proposals suggested to high school teachers to easily apply to students, as it will not need laboratories, only good will. Finally, the main objective is to somehow contribute to Brazilian society; physics; teacher/educators and the scientific community.
Física sensorial: uma proposta para o ensino de termologia a videntes e deficientes visuais
(2019-12-13) Gonçalves, Camilo José Gonzaga; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035
Physics in high school is, by many, rated as difficult subject and this arouses in some students an aversion to discipline. The difficulty in understanding may be due to the lack of mastery of content and thus of mathematical formalism. These factors are even greater if we consider the teaching of the visually impaired, due to the lack of reference in the context of contextualization and application in daily life. The teaching proposal present in this work aims at a conceptual approach of High School Thermology with low cost tactile 3D educational resources (mockups) that can compensate for blind or low vision students' lack of vision (if there are any in the classroom) but which can be used without any limitation for regular students. For through them it is possible to demonstrate molecular interactions present in images in textbooks in a manageable and interactive way. The materials were used with blind people and seers on different occasions, the qualitative and quantitative results after their application point to good performance and utilization, and thus become relevant for the construction of knowledge when used as support for common teaching materials.
O funcionamento básico de uma usina hidrelétrica, baseado na abordagem CTS, como intervenção ao ensino de física na EJA
(2018-08-03) Carneiro, Ulisses dos Santos; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Araújo, Ijanílio Gabriel; http://lattes.cnpq.br/5720717332159949; http://repositorio.ifam.edu.br/jspui/handle/4321/443
O funcionamento básico de uma usina hidrelétrica, baseado na abordagem CTS, como intervenção ao ensino de física na EJA
(2016-08-03) Carneiro, Ulisses dos Santos; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Araújo, Ijanílio Gabriel; http://lattes.cnpq.br/5720717332159949
The teaching of the curricula of disciplines in schools has been discussed for a long time. The agenda of this uproar has been several, among which we highlight one: the teaching of the contents include the necessary knowledge for the formation of the individual? In this context, I do not like thinking that teaching is not somehow contextualized to the daily lives of students especially when the type of education has specific characteristics that limit the approach to content, like in the Youth and Adult Education (YAE) where the time is very short, which ends up leading the teacher to have to select some of the contents. This study aims to present an account of the application of an Educational Product (EP) produced specifically for physics teaching in adult education at secondary level. The idea is that this report will serve as an analysis parameter, to check if the methodology and the actions employed in the application have satisfactory results for a more meaningful learning, as well as the product itself can be considered a favorable teaching resource for the physics learning, so that in the future, after the necessary corrections, might be used as teaching material in schools that work with the YAE. The educational product addresses the basic operation of a hydroelectric plant and has as main phenomenon to be investigated, the electromagnetic induction. Other auxiliary materials were also used in our teaching practice. Nevertheless, we find in the STS movement, which stands for Science, Technology and Society, and the Paulo Freire's ideas, theoretical support for our educational intervention.
Integração de atividades experimentais e virtuais no ensino de circuitos elétricos através do jogo EletricGame
(2021-05-19) Figueiredo, Tatiane Lúcia Abreu de; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Garcés, Erix Alexander Milán; http://lattes.cnpq.br/8924604456894021; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035
This project is the result of research and application for the conclusion of the course in the National Professional Master's in Physics Education offered by the Brazilian Physics Society and developed in conjunction with the institutions UFAM and IFAM. Its main objective is to make physics classes attractive, efficient and enjoyable. Prepared for the subject of Electrical Circuits, it is sought from it that students are able to be protagonists in their significant learning process, for this reason expository classes were planned with alternation between board, experiments and simulators. Aiming beyond the teaching of concepts, theories and mathematical formalism, the contextualization and applicability of these terms in the student's experience, that is, that from the established dynamics, students can see Physics in their world. Transiting electrical circuits, current, potential difference and resistors, all activities culminated in the use of a game called EletricGame, created on the Scratch platform by the author of this work, in order to review everything that was learned and strengthen the knowledge obtained by participating students.
Lei de Faraday: do senso comum a aprendizagem significativa
(2022-10-05) Silva, Wilguem Torres da; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Mota, Deniz dos Santos; http://lattes.cnpq.br/3632354915141735
The construction of scientific knowledge is a process, which begins before the school access, since by family-society interaction and the means of communication provide a vast empirical knowledge of certain physical phenomena. This fact causes future generations to come to school with a range of knowledge, which can facilitate the development of scientific knowledge. But for this to occur it is necessary that the teacher is able to develop the conceptual change of scientific empirical knowledge in scientific. The scientific knowledge of Faraday's Law is important in high school (MS), because even being an arduous process, it provides the student to evidence the interaction of electricity and magnetism, a phenomenon that had long been treated as distinct and, today forms electromagnetism. There are many reasons that show that the discovery of this law was fundamental for the generation and transmission of electricity, the electric motor, electric power transformers and other equipment so present in people's daily lives. Faraday's Law, a great discovery of 19th-century science with all its fascinating historical-social-technological context, has generally not been addressed in high school and higher education (undergraduate course). Due to these factors, the educational product will be applied to serve as a support material for teachers in public and private schools. The educational product consists of a didactic sequence that will be led by David Ausubel's theory of meaningful learning will consist of 6 (six) meetings, and each meeting of 2 (two) moments, but due to the covid-19 pandemic the classes had to be adapted, so the development of the educational product took place in the second half of 2021, period in which the classes came back in person in high school.
Métodos para ensino de óptica para alunos portadores de deficiência visual
(2018-12-10) Oliveira, Antônia Cristina Campos Paz; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642
"Methods for the teaching of optics for students with visual impairment", is a project that seeks to assist teachers in introducing introductory concepts to the teaching of vision, ranging from the anatomy of the eye, as well as its main functions to the through the crossing of the light beams. For this introduction, it is necessary to construct play experiments and adapted to low-cost students, but due to the large number of students included and low qualification in teacher training, this project proposes a social inclusion, and can be applied very easily in the classroom with all students included. Its development was based on the conceptual field theory of gerard vergnaud, who was a disciple of jean piaget and a great admirer of vygotsky's theories, and proposed a cognitive teaching-learning method in the area of complex competences related to science teaching, its main objective is to allow, through a framework, the understanding of the affiliations and ruptures between knowledge, in children and adolescents. The application took place at the state school joana rodrigues vieira, located at lourival munis street, 514, glória neighborhood, in the 4th year of elementary school i, with low vision students with visual remnants of 9 and 10 years of age . the project was instrumental in increasing students' knowledge about optics teaching, students performed a pre-test to identify the level of knowledge about the content addressed, the pre-test followed the format of questions and answers, where the teacher asked and the students answered in the braille machine, after this procedure the experiment was carried out and then the post-test, which had fundamental importance to filter the student's level of learning, showing their cognitive development and the role of the student as protagonist in the teaching - learning process.
Métodos para ensino de óptica para alunos portadores de deficiência visual
(2018-12-10) Oliveira, Antônia Cristina Campos Paz; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; http://repositorio.ifam.edu.br/jspui/handle/4321/573
Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)
(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692; http://repositorio.ifam.edu.br/jspui/handle/4321/444