Navegando por Autor "Borges, Denilson da Silva"

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A “borracha quântica” aplicada como atividade experimental no ensino da física quântica para alunos do ensino médio
(2021-03-19) Monteiro Junior, Francisco Miranda; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Oliveira, Letícia Maria de; http://lattes.cnpq.br/9272870213276367; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897
This work presents an experience report on the application of a didactic sequence for teaching quantum physics to students high school students who have already studied optics, wave and electricity. As a form of support for the teaching sequence, an experimental activity was developed called “quantum rubber”. This teaching sequence was developed with the aim of adding more knowledge regarding the teaching of quantum mechanics, which in itself is difficult to understand and difficult to access. So the intention is to find support to teach something that can illustrate some effects, taking into account the impossibility of something concrete. The support found is based on a teaching sequence that consists of seven stages (classes) where in these stages the knowledge construction process is divided into three actions: 1) The presentation of the problem situation to the student and the objectives that we must achieve; 2) The presentation of the objects that will be part of the assembly of the prototype; 3) The setting up of the experimental activity: the “quantum rubber”. We also used two assessments in order to analyze the students' previous knowledge and the knowledge acquired at the end of the entire teaching and learning process. The results of this work made it possible to improve the didactic sequence developed, which is presented in the Appendix as an educational product to assist high school physics teachers in approaching the concept of quantum mechanics for their students.
A “borracha quântica” aplicada como atividade experimental no ensino da física quântica para alunos do ensino médio
(2021-03-19) Monteiro Junior, Francisco Miranda; Borges, Denilson da Silva; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Oliveira, Letícia Maria de; http://lattes.cnpq.br/9272870213276367; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; http://repositorio.ifam.edu.br/jspui/handle/4321/814
Construção de uma unidade de ensino potencialmente significativa (UEPS) para o estudo das transformações gasosas no novo ensino médio
(2024-12-06) Lima, Diego Alvino; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Guilherme, Adriano Pereira; http://lattes.cnpq.br/9119402956173089; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302
The purpose of this work is to build a potentially significant teaching unit (UEPS), through a didactic sequence for teaching gaseous transformations, aimed at basic education students in the public network of the state of Amazonas, included in the life project discipline. of the new high school. The aim is to identify evidence of meaningful and critical learning. From this perspective, problematizing how Physics has been taught in Basic Education to the detriment of everyday practical relationships, the question arises: can these relationships really be inserted and experienced in schools with the aim of obtaining potentially significant learning? What are the difficulties encountered by Basic Education teachers in bringing day-to-day practices into the classroom? How can using a pressure cooker contribute to teaching Physics? With the purpose of adding the school routine to the historical, social and economic daily life, in which we are inserted today, schools, as proposed by the new National Curricular Guidelines for Basic Education and the Law of Guidelines and Bases of National Education – Law 9,394 /96 – aim to prepare students for the world of work, science and technology. Therefore, we use the pressure cooker, inserted in a didactic sequence, contributing to a problem situation, as it is a fascinating example of how physical principles can be applied in a practical and innovative way in cooking. Its role in accelerating the cooking process, saving energy and preserving food nutrients makes it a valuable tool in the contemporary kitchen. However, it is crucial to understand the underlying physical principles and follow recommended safety practices to fully enjoy the benefits of the pressure cooker. In this way, we worked with proposals for collaborative activities to resolve problem situations, as well as appropriating the theoretical framework of Ausubel's Theory of Meaningful Learning articulated with Moreira's critical meaningful learning.
O efeito doppler de ondas eletromagnéticas a partir de sequência didática
(2024-08-02) Teixeira, José Victor Bezerra; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Picinin, Adalberto; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642
The search for improvements in physics teaching is intrinsically challenging and exciting, often requiring professionals to have knowledge beyond physics, as in the case of this work, which addresses the Doppler-Fizeau effect in Electromagnetic waves using Digital Technologies. Information and Communication (TDIC). Especially, when viewing the work in this field, one came across the limitation in approaching this effect for mechanical waves. Therefore, the present work consists of a Didactic Sequence (SD), guided by Ausubel's Meaningful Learning Theory (TAS), focused on electromagnetic waves. In this way, active methodologies were used, enabling the student to be the protagonist of the teaching-learning process using Arduino. Therefore, the impacts that the use of TDICs contributed to learning, especially in Modern Physics, were investigated. This SD was applied to a 3rd grade high school class for 8 days in progressive stages: (i) introduction, seeking to familiarize participants with the necessary concepts and Arduino, (ii) development, including practical programming activities with Arduino and ( iii) conclusion, which consisted of the experimental application to investigate the phenomenon studied in microwaves, which culminated in a doppler frequency signal observer, reflection speed meter and automated door simulation. Therefore, this DS exposed signs of significant learning found through questionnaires, conversation circles and continuous observation, which revealed an increase in performance. Thus, the importance of making physics teaching contextualized is clear, as it was possible to verify the connection of concepts that were previously disconnected from the student's reality, being then substantially related to technological applications, promoting comprehensive training through understanding the conceptualization, experimental and attitudinal procedures when relating critically to the environment in which it is inserted.
A eletricidade e sua história
(2017-08-15) Lopes, Rafael Ferreira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972; http://repositorio.ifam.edu.br/jspui/handle/4321/440
Ensino de eletrodinâmica no ensino médio mediante o uso de uma unidade didática
(2019-12-20) Oliveira, Wilson Campos; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Ferreira, Marcello; http://lattes.cnpq.br/3108824986425884; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; http://repositorio.ifam.edu.br/jspui/handle/4321/827
Ensino de eletrodinâmica por uma unidade didática baseada nas teorias histórico-cultural e desenvolvimental
(2019-12-20) Oliveira, Wilson Campos; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Ferreira, Marcello; http://lattes.cnpq.br/3108824986425884; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302
A didactic unit was elaborated as a proposal for teaching concepts related to Electrodynamics, thus starting the studies of Physics. The approach of the theme made by this teaching unit is based on the concepts of electric current, potential difference, resistors and Ohm laws, making use and debating the various teaching strategies, such as texts of scientific dissemination, experimentation, teamwork and etc. Seeking to answer the question: How can the implementation of a didactic unit, with different methodological approaches, such as team work, reading of scientific texts and investigative experiments, contribute to the debate and learning of content concepts related to Electrodynamics? As a theoretical framework, Davydov's theory of developmental teaching and Vigotsky's theory of cultural historical learning were used for all activities. The way it was decided to deal with the problem was to provide circumstances that are far beyond the mere act of memorizing the content charged in university entrance exams, turning students into active subjects, or rather protagonists before the activities proposed to them. Activities were carried out whose performance evidenced the research procedures and the way science is developed, contextualized socio-economically and culturally, so that it was possible for students to appropriate the procedures they used to create the numerous physical theories, in order to understand the same way as science is done. The activities were developed in a total of eight fifty-minute classes, with students from the second grade of high school. In order to make it possible for teachers to understand how each activity was done by students, an analysis of all material produced based on Bardin's Content Analysis method (1977) was performed. Directions are pointed through these analyzes, so that teachers who make use of this material have the possibility to improve their activities. Therefore, the educational product will be made available to teachers who show interest in knowing or making use of this material.
Um ensino de eletrostática planejado construtivamente para o 9º ano
(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463
The current situation of the Brazilian science education is not good, given that whenever a story is conveyed in educational journals such as the Journal School (2014) faced with a distant reality of the reality of some countries in view our performance in the final round of PISA (2006) verified that the discipline of natural sciences. Generally the teaching of natural sciences is confused with teaching just biology, and forgotten the areas of astronomy, physics and chemistry, as we find ourselves PCNEF (2012). In this work we rescued a teaching and learning theory that revolutionized the American education in the 60 Teaching by discovering Jerome Bruner and his proposal of a curriculum spiral format, where each content is proposed superficially and deeper according to the student learning, we will seek that the student becomes the center of each classroom and that exists in each class not only spectators, but builders of knowledge through teaching by discovery. The SOLO taxonomy (Structure Of The Observed Learning Outcome) provide in each class a constructive alignment between the expected learning outcomes, the method and the resources used for teaching and verification of what has been learned through short quizzes, having a reinforcement of content throughout the process of teaching and learning. When in the classroom we apply grounded in the SOLO taxonomy scripts that will be divided into 50-minute lessons presented to students the principles of electrification and the electrification processes: friction, contact and induction. Each activity will be developed individually or in motivating staff always seeking the student build their own knowledge having with guiding the teacher in the classroom. However it is essential that the reader does not understand this project as savior of physical education for elementary schools, as there are some research in this educational line, of course not on the constructive planning, for example, (Terrimar Ignacio Pasqualetto, 2011), as well other methods can be used, but it is clear that the constructive alignment and teaching by discovery are very good teaching strategies when applied in physics teaching.
Um ensino de eletrostática planejado construtivamente para o 9º ano
(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; http://repositorio.ifam.edu.br/jspui/handle/4321/888
A gravitação universal e as leis de Newton
(2021-12-03) Sousa, Elivelton Ramos de; Borges, Denilson da Silva; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Lavelli, Lara Fernandes dos Santos; http://lattes.cnpq.br/1971364294897798; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; http://repositorio.ifam.edu.br/jspui/handle/4321/752
Integração entre atividades computacionais e experimentais como estratégia pedagógica no estudo de circuitos elétricos no ensino médio
(2015-11-19) Maia, Glauco Denes Galvão; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Martins, Débora Coimbra; http://lattes.cnpq.br/1842712024021897; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302
This research aims to investigate how the realization of computational and experimental activities contribute to the development of the learning process. The proposal is to work with activities that can show that it is possible to learn electrical circuits using the integration of Multisim software with experimental practices. The work is based on the Theory of Conceptual Fields, established by Gérard Vergnaud, as a theoretical framework, because it is a theory that best presents elements for analysis of the subjectin-action, the focus of our investigation. For this author, knowledge is organized into conceptual fields whose domain on the part of the learner, is happening over a long period of time, through experience, maturity and learning (MOREIRA, 2002). It is planned and applied an educational sequence, educational product, targeted to meet the characteristics of this research. The application of the sequence took place in a state school in the city of Manaus - AM, with a 3rd year high school class. The content of electrical circuits was worked using Multisim software, considered free, concomitant to the experimental practice in order to make them mutually. In all activities, instruments of data collection were used such as: responses and subjective reports of the students in the scripts of computational and experimental activities; in pre-test and post-test; in the evaluation questionnaires of teaching tools and in the evaluation questionnaire of pedagogical practice. The results show that the proposed integration between activities using Multisim and the experimental practices can provide students a better insight into the epistemological theoretical models in physics, promoting interactivity and their engagement in their own learning, transforming the classroom into an enabling environment for learning.
Integração entre atividades computacionais e experimentais como estratégia pedagógica no estudo de circuitos elétricos no ensino médio
(2015-11-19) Maia, Glauco Denes Galvão; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Martins, Débora Coimbra; http://lattes.cnpq.br/1842712024021897; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; http://repositorio.ifam.edu.br/jspui/handle/4321/837
Uma introdução ao ensino da eletrodinâmica por meio de roteiros, para alunos do ensino fundamental II e a confecção do manual de auxílio
(2017-08-15) Lopes, Rafael Ferreira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972
The teaching of electrodynamics is often one of the greatest challenges for the physics teacher in basic education, because to make the elementary school student imagine the world in a macroscopic way - which ends up requiring even more of his reasoning - is infinitely more efficient than speaking microscopically. The teacher, therefore, can exemplify physical theories as a uniformly varied movement through macro magnitudes such as a working car, which will be easily understood, since the student already has in his mind subsumes that give clear and precise meanings, unlike when taught to it the movement of electric charges, put is not something that often present. In order to offer the student a way to demonstrate the theory of electrodynamics more clearly, it is proposed the construction of manuals developed through scripts that approach the subject through texts of historical composition, drawings, investigation and physical experiments able to demonstrate the phenomena, which will certainly help him to create subsuming for learning in a future activity. In addition, the handling of the aid manuals that were constructed will give the teacher the opportunity to use this resource to create subsumes in his students. On the other hand, the manuals, resulting from the scripts, are methodologically based on David Ausubel’s meaningful learning, for presenting a non-arbitrary cognitive construct, but for using an existing generalization in the cognitive structure, since all students since the first year of life have. Thus, while the students are putting “hand in the mass”, the proposed activities are represented according to the Soil Taxonomy of Jhon Bigss, allowing to classify them in levels of knowledge
Proposta de livro didático para o estudo da dinâmica nos cursos técnicos: mecatrônica, eletrônica, eletrotécnica e áreas afins
(2019-08-29) Oliveira, Sidomar Pirrony Rodrigues de; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Pacobahyba, Josefa Teixeira de Mendonça; http://lattes.cnpq.br/0521315770932665; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302
Technological education has been growing in Brazil, as the market needs professionals that are appropriate to technological issues and companies are increasingly in need of increasingly capable technicians. The vocational technical courses have in their curriculum, Physics contents that are very important for a solid formation, so it is necessary a good understanding of these concepts and properties. This research proposes the elaboration of a textbook with a curricular organization directed to professional education. The methodology took place in three stages called: “The Teachers' Vision”, aiming to gather information from teachers about the difficulty that students, newcomers from elementary school II, present when studying the Electricity course. “Prior Knowledge” with the application of questionnaires to assess the prior knowledge that students bring from elementary school II in the Physical discipline, referring to the part of Mechanics as well as the part of Electricity and Magnetism. “Product Evaluation in the Students' Vision” using questionnaires to identify factors that may contribute to and hinder the teaching and learning process of Physics in the first year students of the integrated high school of Mechatronics, Electronics and related areas. Keywords:
Proposta de livro didático para o estudo da dinâmica nos cursos técnicos: mecatrônica, eletrônica, eletrotécnica e áreas afins
(2019-08-29) Oliveira, Sidomar Pirrony Rodrigues de; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Pacobahyba, Josefa Teixeira de Mendonça; http://lattes.cnpq.br/0521315770932665; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; http://repositorio.ifam.edu.br/jspui/handle/4321/588
Uma proposta de sequência didática para os pontos quânticos no ensino médio
(2024-02-26) Silva, Carla Caroline Melgueira da; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Abreu, Eduardo de Paula; http://lattes.cnpq.br/0700686863328906; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302
This proposed didactic sequence on Quantum Dots was applied to a 2nd grade high school class, made up of 44 students in the year 2022 and the last part of this didactic sequence was applied to that same class, already in 3rd grade of high school in 2023, in the morning shift, at a Public School in Manaus. This didactic sequence required five (05) classes lasting 50 minutes each, the objective of which was to provide students with an understanding of the topic of quantum dots and their applications in the development of new technologies in various areas. To prepare this didactic sequence, several didactic resources were used to facilitate students' learning throughout classes, such as the use of slides, short videos on the topic covered, the use of scientific articles and materials from technology websites that address this topic, a conversation with students so that they could explain what they learned about quantum dots and their applications in everyday life. The students were divided into several teams, with a maximum of five members, and a digital game called Show do Milhão dos QDs was created for this approach. The framework adopted in this work was David Ausubel's Meaningful Learning Theory (TAS) and the approach used in this didactic sequence was the Science, Society, Technology and Environment (CSTA) approach, with the aim of showing how the use of technology points Quantum technology can help solve problems faced by society. Information on students' knowledge regarding this topic was collected through two questionnaires, an initial questionnaire consisting of four open questions, to determine whether there was any prior knowledge on the part of these students regarding this topic, in addition to a final questionnaire consisting of five open and closed questions, with the aim of verifying whether there was an evolution in the learning process in relation to this topic. In addition to the proposal for the digital game “Show of the million QDs”, to assist in the learning process of the students involved in this approach, an evaluation questionnaire for this digital game was also used, present in the didactic sequence.
Sequência didática baseada na energia solar fotovoltaica como auxílio ao ensino de física no 3º ano do ensino médio
(2019-12-20) Cruz, Alê de Souza; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Silva, Ronaldo Santos Da; http://lattes.cnpq.br/4548331237405072; Ruiz, Yurimiler Leyet; http://lattes.cnpq.br/4485596227952529; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463
A current problem for the teacher working in science is the lack of motivation of students facing current teaching methods, where many schools, even in very traditional schools have been changing their approaches with practical classes, construction of laboratories both science as of robotics. These changes can be noticed with greater intensity in private schools (CASTRO, 2015). But what do we do to change the current panorama of our public schools? This is one of the initiatives of this work that comes to assist the teacher of the Third Year of High School in the experimental area, making use of new technologies such as photovoltaic solar energy to work subjects within the area of electricity. Taking into consideration the environmental area and the incentive to use renewable energy. With this kind of activity we can encourage the elementary school student to explore other ways of producing electricity by taking advantage of what is abundant in our region that is solar energy. Taking into account the previous knowledge of the student to have a more meaningful learning.
Sequência didática baseada na energia solar fotovoltaica como auxílio ao ensino de física no 3º ano do ensino médio
(2019-12-20) Cruz, Alê de Souza; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Silva, Ronaldo Santos da; http://lattes.cnpq.br/4548331237405072; Ruiz, Yurimiler Leyet; http://lattes.cnpq.br/448559622795252; http://repositorio.ifam.edu.br/jspui/handle/4321/649
Utilização de histórias em quadrinhos no ensino dos conteúdos de gravitação universal e das leis de Newton
(2021-12-03) Sousa, Elivelton Ramos de; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Lavelli, Lara Fernandes dos Santos; http://lattes.cnpq.br/1971364294897798; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463
Faced with the problem that we have in relation to teaching and learning physics, it is clear that many students have difficulties in this area of teaching. Among the various reasons lead to this difficulty in learning physics content, the lack of resources used in the classroom and the students' lack of interest in physical discipline stand out. Analyzing this problem, we created an educational product to assist the physics teacher during physics classes regarding the contents of Universal Gravitation and Newton's Laws. So that this product will motivate students of the 1st year of high school to learn the contents of the physical discipline. The educational product presents itself as a comic strip magazine. The images used in the magazine were made in an application and the magazine was made in a text editor, where we organize the images as well as the texts worked on.