Navegando por Autor "Cardoso, Eliabe Rafael Figueira"

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Guia didático para o professor - um análogo de buracos negros: explorando conceitos básicos de relatividade geral por meio de Peer Instruction
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Cardoso, Eliabe Rafael Figueira; Rivera, José Anglada
Uso de um análogo mecânico de buracos negros associado a metodologia Peer Instruction no ensino de conceitos de relatividade geral
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Cardoso, Eliabe Rafael Figueira
This dissertation presents the development, validation, and implementation of an educational product consisting of a mechanical analogue representing black holes, articulated with the active methodology Peer Instruction (PI), with the aim of investigating its contributions to the teaching of introductory concepts of General Relativity in High School. The proposal is based on the understanding of gravitation as the curvature of spacetime and seeks to establish conceptual relationships between Classical Physics and Modern Physics, in order to favor the meaningful learning of abstract and epistemologically challenging content. The research is characterized as an applied study, of a qualitative-quantitative nature, developed with two classes of the third year of High School, totaling 40 students. The pedagogical intervention was structured in a didactic sequence composed of six classes, in which the mechanical analogue was used as a mediating resource, associated with the systematic application of Peer Instruction. Data collection involved the application of pre- and post-intervention questionnaires using a Likert scale, conceptual tests with objective and open-ended questions, analyzed using Hake's normalized gain, and the use of standardized logbooks for students to complete throughout the classes. The results indicate relevant conceptual gains for a significant portion of the students, as well as positive changes in perceptions related to interest, active participation, and understanding of the concepts covered. The integrated analysis of the instruments highlights the convergence between measured and perceived learning, in addition to emphasizing the role of peer interactions and the critical use of analogies in the conceptual construction process. It is concluded that the articulation between physical analogies and active methodologies constitutes a promising pedagogical strategy for the introduction of Modern Physics topics in High School, provided it is accompanied by intentional teacher mediation and consistent theoretical grounding. This study contributes to the field of Physics Education by offering an educational product, embodied in a validated Teaching Guide, and by expanding discussions on didactic possibilities for teaching General Relativity in school contexts, while also pointing to perspectives for future research.