Navegando por Autor "Rivera, José Anglada"

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Abordando conceitos fundamentais da teoria da relatividade geral no terceiro ano do ensino médio
(2024-10-29) Maciel, Arleson Protázio; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Alcaide, Ernesto Govea; http://lattes.cnpq.br/4402159171600013
This material aims to address fundamental concepts of the Theory of General Relativity for high school students, and to show the importance of this theory created by physicist Albert Einstein, where it has great relevance in our daily lives and important technological applications. It is worth noting that this theory is rarely cited in textbooks, and we know its importance for the history of Modern Physics. This work aims to show concepts of the Theory of General Relativity and its applications using a didactic tool that makes it possible to explore the Visual, Auditory, Writing/Reading and Synesthetic (VARK) of the student, where it allows the same to understand their learning preference, and thus facilitating the absorption of knowledge. The data collection method was the use of objective and subjective questionnaires, and the analysis of these data was quantitative and qualitative. The main results indicate that by using innovative methodologies, such as VARK, it is possible to approach these concepts of General Relativity in basic education. These results suggest that, in order to didactically transpose concepts of this theory, it is necessary to use pedagogical tools that adapt to the knowledge already obtained by students. This research was a contribution to the teaching of physics in the approach of complex concepts of Modern Physics, providing new perspectives to better work these concepts of Relativity in high school. David Ausubel's Meaningful Learning played a crucial role in the application of this methodology and the theme addressed.
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
Modelando o ensino de balística por meio do pensamento computacional
(2022-09-06) Correa, Thomás Silva; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Costa, Felipe Denardin; http://lattes.cnpq.br/7171227119525859; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601
This dissertation presents the results of a pedagogical intervention mediated by a didactic sequence aimed at teaching ballistics modeled by computational thinking. As a didactic resource, we used the free software PhET whose aim was to favor the concretion of Physics objects. The didactic sequence took into account educational problems obtained in loco. Such learning problems were determined after exploratory research, namely: mathematical difficulties, motivation/interest to learn Physics and the absence of practical classes. All the empirical research and the educational product application was carried out in times of the Covid-19 pandemic, through the remote teaching model. Anyway, as a product, we present a didactic sequence that is malleable, and can be transposed to any curricular subject inherent to Physics. However, even with this difficulty, after applying the product, there was an improvement in the students' performance in relation to the subject.
O uso de videoanálise no ensino de colisões em uma escola pública da cidade de Manaus
(2019-12-04) Montoli, Guilherme Almeida; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Farias, Fabricio de Oliveira; http://lattes.cnpq.br/6265424660011447
This monograph highlights the use of video analysis in the teaching of collisions. How can we handle cases where the collision is not perfectly elastic (or inelastic) and describe the phenomenon? The real cases commonly observed are not those with  = 0 or 1. We consider that the collision between two objects in which a ball falls to the ground is frontal and that the masses of the objects are known; the initial and final speeds of the ball will be determined with the Tracker software and with them we could know the restitution coefficient. The objective of this research was to evaluate how the use of computer simulators, through the one-dimensional collision problem (for cases in which the restitution coefficient assumes values 0 <  <1), can be significant (or not) for teaching Physics. The research presented here is of a descriptive qualitative and quantitative approach, which, in the quantitative part, seeks to involve obtaining descriptive data about people, places and interactive processes by the direct contact of the researcher with the studied situation, seeking to understand the phenomena from the perspective of the subjects , that is, of the participants in the situation under study. When framed as a qualitative research, the approaches used for such purposes were the action research that can be labeled in such a way when there is really an action on the part of the people involved in the investigative process, seen from a social action project or from the solving collective problems and being centered on participatory action and the ideology of collective action. Six moments are worked on, in which the first moment refers to the students' previous content. The second moment is about the presentation of the collision content. The third moment will be the presentation of the Tracker. The fourth step is the application of action research to the collision problem. The fifth moment was video analysis. The sixth and final moment was the application of the final questionnaire. Despite the efforts the students did not obtain a significant learning due to lack of previous knowledge to understand the subjects taught in the classroom and with the use of the Tracker.