Navegando por Autor "Campos, Jose Galucio"

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O ensino de tópicos de relatividade restrita: uma sequência didática investigativa utilizando vídeos como ferramenta sociocultural.
(2025-03-14) Batista, Kennedy Rufino; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035
Currently, we are surrounded by various technological conveniences provided by the internet, with easy access to videos of different genres across different platforms being one of them. The current educational context is not only influenced by schools and lessons taught by teachers but also by elements of the digital world, where students socially interact, seek entertainment, and have access to a wide range of information on scientific and fictional topics. Thus, this research sought to investigate the contributions that an Investigative Teaching Sequence (ITS), associated with sociocultural elements such as short video lessons and science outreach videos, can bring to the conceptual learning of topics in Special Relativity in a 3rd-year high school class at a public school in Amazonas. We used Inquiry-Based Science Education as a teaching methodology, based on the works of Ana Maria Pessoa de Carvalho. As a theoretical framework for planning the activities, we considered elements of Vygotsky's sociointeractionist theory, particularly regarding the sociocultural interactions of students with the digital world through videos. To achieve our objective, the research was structured in the following steps: (1) identifying the characteristics that attract students to watch videos; (2) creating a list of videos based on these characteristics; (3) qualitatively classifying the selected videos; (4) developing and applying the ITS; (5) analyzing students' perceptions of the elements present in the research. As a result, we found that the investigative practice integrated Inquiry-Based Learning with sociocultural elements, allowing students, while solving didactic problems related to these elements, to make observations, raise hypotheses, and construct justifications. This approach created an investigative environment that led students through a scientific process, albeit simplified, as proposed by Carvalho (2013). The contributions to learning became evident through the performance of the groups in the investigative activity and the results obtained in the test, which demonstrated the understanding of the Relativity topics covered. Furthermore, students' perceptions indicated that Inquiry-Based Learning, combined with the use of videos as a sociocultural tool, significantly contributed to understanding the main ideas of the topic and to the interaction among participants during the investigative activity.
Modelando o ensino de circuitos elétricos simples à luz da teoria de registros de representação semiótica de Raymond Duval
(2025-06-02) Rezende, Nelson de Oliveira; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Amazonas , Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541
With a normative character, on December 20, 2017, the National Common Curricular Base (BNCC) was enacted, with the main objective of providing public and private education networks and institutions with a minimum curriculum that every student should know by the end of basic education. In addition to these and other curricular changes, the base also brought another set of pedagogical proposals to be innovative by teachers in the classroom. One of these changes involves technological transformations. We therefore observe that the use of Digital Information and Communication Technologies (DICT’s) in education has become an emerging theme. Given this macro scenario, this led us to ask the following question: Is it possible to understand the concepts necessary for building simple electrical circuits using computer simulations as a tool, relating them to real electrical circuits, through a didactic sequence implemented from the perspective of Raymond Duval's Theory of Semiotic Representation Registers? This study aimed to answer this question by developing and applying a structured teaching sequence based on the progression of semiotic registers applied to the construction of simple electrical circuits using the NI Multisim software environment. In this study, we employed a collaborative teaching strategy based on the use of different registers of semiotic representations, mobilizing them and verifying whether the gaps between registers of representations of the same object influenced a better understanding of essential concepts for the construction of these circuits. We highlighted the importance of coordinating the different types of languages present in the teaching of Physics, be it symbolic, algebraic, oral or written, demonstrating the relationships involved and their emotions. This led us to conclude that the teaching of Physics, be it through expository classes, experiments, computational models, active methodologies, etc., should be developed based on the evolution of these registers.
Percepções de alunos do ensino médio quanto aos conceitos fundamentais da genética básica: um estudo de caso
(2016-12-19) Lopes, Karoline Duarte; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Ferreira , Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
Although it is known the importance that permeates the genetics of learning for academic and personal life of each student, this study sought to know, through the case study, if students are aware of such relevance. Therefore, the scientific problem investigated aimed to know the perceptions of the fundamental concepts of genetics for high school students. He sought to understand what the difficulties pointed out by them in learning this content and also provide a learning strategy that overcomes the traditional teaching and facilitating the study of the basic concepts in genetics. The research was developed at a school teaching the public network in the city of Manaus / AM with students from two classes of second year of high school. The information was obtained through direct observation and participant questionnaires and interviews. These data were analyzed qualitatively according to the guidelines of discursive textual analysis. The findings show that often the teaching addressed in the classroom material only by memorizing concepts, thus losing the context of the concepts and without clarifying that genetics is a science that involves the everyday life of each individual. It was noted that students have the perception that genetics is too hard to understand it, because of the large vocabulary surrounding the matter, do not see sense in studying the subject, except to get approval in the vestibular and are therefore uninterested in most cases. One of the possibilities for change in this situation is the dialogue-based lecture which is a strategy that has been suggested to overcome the traditional teaching, to promote the participation and involvement of students on the above subject.
Produção de tiras como recurso para o ensino do conceito de calor e temperatura
(2019-11-22) Carvalho, Edson Eduardo Tavares; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Ferreira , Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
This work presents a learning proposal for the teaching of the concept of Heat and Temperature, by creating comic-strips as a resource to help the student visualize and understand these physical greatness conceptually, is such a way that the following question rose: Can comic-strips contribute to encourage greater involvement of student in learning the concept of Heat and Temperature? For this, the strip was used as a resource in the teaching of the concept of Heat and Temperature and to understand its processes, describing based the literature, and analyzing the degree of importance of the concept of Heat and Temperature. Thus, based on the results, they indicate that the comic-strip is a potentially significant material is that students can interact and learn through the comics.