Navegando por Autor "Costa Jr, Almir de Oliveira"

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Uma estratégia utilizando robótica para o ensino dos conceitos de velocidade e aceleração escalares
(Instituto Federal do Amazonas, 2017-08-16) Costa Jr, Almir de Oliveira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284
This work aims at presenting the results of a research that proposed the elaboration and application of a didactic sequence using robotics as a teaching strategy in a significant learning perspective of kinematic concepts in the 1st year of Brazilian High School. Taking into account the low performance in Physics observed in Brazilian Elementary School alumni, the didactic sequence proposed in this research is an alternative capable to demonstrate and exemplify, in a contextualized way, concepts and physical phenomena intrinsic to speed and acceleration, that are usually shown only as illustrations or abstractly in traditional approaches. Usually, the presentation of these concepts in classrooms is dissociated from the students daily life and, thus, their concrete or even misunderstood interpretations are simply not taken into account. Considering this perspective, the didactic sequence was proposed as a teaching strategy based on robotics and data collection software that would allow students to observe and give a more significant meaning to their previous knowledge regarding to kinematics, such as: movement, position, shift, trajectory, speed and acceleration. The sequence was applied in the second shift of a forty four students classroom of a public technical High School in the city of Manaus. Upon the implementation of this didactic sequence, with discussions and practical experiments with robotic prototypes about concepts and physical principles regarding the phenomena under study, it was possible to verify evidences of a significant learning of concepts of speed and acceleration from the results analyzed with SOLO taxonomy and evaluation criteria from conceptual maps.
Robótica educacional: um guia de aplicação no estudo dos movimentos retilíneo uniforme e variado
(Instituto Federal do Amazonas, 2017-08-16) Costa Jr, Almir de Oliveira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284
This guide was conceived from the studies carried out in the dissertation work on the use of educational robotics in the study of the contents of Physics on speed and acceleration. The use of this resource, together with the formal curriculum of the students, occurred through the development of a teaching plan that integrates practical activities of robotics for the experimentation of the physical phenomena involved in the concepts of kinematics. The teaching plan elaborated in this guide was developed from the teaching and learning perspective of this physics subject focusing on the students of the 1st year of High School. This is an educational product that was developed for application in teaching the concepts of speed and acceleration, integrated with educational robotics. The guide is organized in three sections. The first section presents a description about the SOLO taxonomy and the Conceptual Map, instruments that should be used in the analysis of the proposed evaluative activities. The second section of the guide presents a set of technological resources that should be used to carry out the activities. Information about the educational robotic kit Modelix, Excel and Visual Basic, Virtual Dub, Sensor Kinetics Pro, Cellular and Camcorder application. In the third section of the material, the whole application plan of the classes is presented, as well as the objectives of each one of them. In the description of each lesson, the suggestions for activities, as well as procedures for carrying them out.