Navegando por Autor "Cavalcante, Marisa Almeida"

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Experimentação remota e simulações 3D aplicadas ao estudo da propagação das ondas eletromagnéticas por meio da aprendizagem baseada em projetos
(2023-12-18) Silva, Izac Martins da; Cavalcante, Marisa Almeida; http://lattes.cnpq.br/7224775081434545; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924
This work aims to present the results of a study that sought to conduct a Didactic Sequence methodologically grounded in Project-Based Learning, using some practical-experimental tools, to investigate the propagation of electromagnetic waves with an emphasis on X-rays. This process allows for adaptations to in-person, hybrid, or remote teaching models. The study of electromagnetic waves is conventionally taught in high school, with an emphasis on the visible light spectrum. In contrast, our proposal presents a problem-based situation, focused on X-rays and their application in radiology, aiming to stimulate students to embark on an investigative journey with the purpose of proposing a solution to the presented situation. To assist and complement the theoretical research, practical-experimental tools are chosen, including remotely controlled experimental setups, a three-dimensional Android simulator, and a virtual reality simulator, which are developed throughout this work and methodologically structured and integrated into the phases of Project-Based Learning (PBL), adapted into introduction, initial research, artifact construction, second research phase, presentation, and publication. The results pertaining to these artifacts demonstrate that they are statistically valid for the collection of reliable experimental data and compatible with a wide range of Information and Communication Technologies (ICTs) synchronously or asynchronously, with the potential to complement each other or even expand the possibilities of implementing at least one of them in different classroom contexts. Simultaneously, the results of implementing the Educational Product provide evidence, through quantitative and qualitative studies, of the effectiveness of the proposal in two 3rd-year high school Physics classes, as well as discussions about its limitations and benefits. As a result of this work, it was possible to materialize and make available to society the Educational Product titled "Navigating Electromagnetic Waves: A Project-Based Learning Didactic Sequence for the Study of X-ray Propagation," which is versatile in terms of implementation, both in terms of content and the format of in-person or remote classes.
Navegando nas ondas eletromagnéticas: uma sequência didática de ABP voltada ao estudo da propagação dos raios X
(2023-12-18) Silva, Izac Martins da; Frota, Vítor Bremgartner da; Cavalcante, Marisa Almeida
The Didactic Sequence, NAVIGATING ELECTROMAGNETIC WAVES, is a differentiated proposal focused on the pedagogical approach of Project-Based Learning. In this way, the student will be the protagonist of the process, which is presented by a businessman from the city of Manaus. After building his business, he learned that he is a neighbor to a radiology clinic and needs to find out if this could represent any type of risk for those who will remain on his premises. With that said, students are responsible for conducting research, presenting arguments, building an artifact, and presenting their results to the requester. To do this, an online environment that centralizes various technological tools, both pedagogical and digital, is made available for the proposal's implementation and the teacher's monitoring. The teacher plays a facilitating role in the learning process, observing and guiding students throughout. Among the topics covered, we have the study of electromagnetic waves, an introduction to radiology, and medical physics using the perspective of X-ray waves. This work is recommended for third-year high school Physics students. However, it can also be used in radiology technical and technological courses.