Navegando por Autor "Sousa, José Ricardo de"

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Abordagem teórica e experimental para aplicação da luz como onda ou como partícula nas aulas de física 3 no ensino médio
(2023-03-24) Tavares, Paulo; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Paulo Louzada Castro de; http://lattes.cnpq.br/6162675679046553; Guerreiro, Haroldo de Almeida; http://lattes.cnpq.br/1014103626919593
This dissertation work contains theoretical and experimental approaches on the behavior of light as a wave or as a particle. The development and application took place at Our Lady Rosary School in person, year 2022 in the month of March, during the times of post-COVID19 pandemic. Despite the difficulties regarding the release of classrooms, due to the pandemic outbreaks, it was possible to successfully complete the project in a class of the 3rd year of high school with only 25 students. Also, for this reason, some extensions and adjustments have been made in the course of product development and application, as since the beginning of the COVID-19 pandemic, schools have been affected in various ways. Overall, the pandemic has had a significant impact on schools, thus making it difficult to apply this work that has as implementation the application of a workshop as an educational product, where students set up an electronic circuit. For these reasons we will have, in the images and in the links of the videos during the application of this work, students and teachers wearing masks for the possible prevention against the virus. With all this care it was possible to apply the activities successfully in the post-pandemic moments following the hygiene protocols. In this work, to approach light as a wave or as a particle, two experimental proposals were constructed in which they were divided into two moments during the application: in the first we built an automatic door in which we will use a sensor that emits and receives infrared waves where it was activated using a code embedded in the Arduin. The other experimental proposal is a workshop where an electronic circuit was assembled, in which it will address the application of the photoelectric effect, and in this circuit we have as main focus the electronic component LDR1, because it is in it that the photoelectric effect occurs. With these two approaches the teacher will be able to explain and apply in an experimental way in the classroom in his physics classes of the 3rd year of high school in the context of the behavior of light as a wave or as a corpuscle. In addition, the use of information technologies gives us necessary tools for teaching physics such as simulators and digital platforms such as the Arduino. The use of simulators, Phet1 for example, are seen more often in the classroom in order to make classes more motivating and participatory. In addition to the demonstrations, this project also aims to understand and apply physics in everyday life and the use and manipulation of electronic components, such as capacitors, resistors, diodes and among others. According to protocols, even in the post-pandemic moment, all components have been sterilized to prevent COVID-19 infections. These applications and adaptations in the methodology together with the tools that this work has, are based on the theory of significant learning of David Ausubel where we associate the practical application with the insertion of digital technologies. The tests and sequential approaches in this work were efficient and feasible, and may be an option for the teaching of modern physics regarding the behavior of light as a wave or as a particle.
Cinemática relativística: construção de uma UEPS para o novo ensino médio por um olhar histórico e com o uso de simuladores
(2024-10-22) Castro, Emerson Bruno Oliveira; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Mota, Deniz dos Santos; http://lattes.cnpq.br/3632354915141735; Silva , Márcio Gomes da; http://lattes.cnpq.br/2363782297790054
The dissertation investigates the teaching of Relativistic Kinematics in high school, highlighting its historical importance and current relevance, particularly in the context of the New High School Curriculum and the BNCC. The study emphasizes the use of interactive simulations and teaching methods such as Peer Instruction and Formative Assessment to facilitate the understanding of complex concepts like time dilation and length contraction. Vygotsky's theory, which values social interaction and cultural mediation, and Ausubel's theory of meaningful learning, which prioritizes integrating new knowledge with existing concepts, underpin the methodology. The dissertation explores the use of continuous assessments and feedback to adapt teaching to students' individual needs, promoting critical and meaningful learning in the study of Special Relativity and integrating Modern Physics content.
Ensino de física das radiações ionizantes: do senso comum ao conhecimento científico
(2016-08-20) Pinheiro, Di Angelo Matos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Faria, Jorge Luiz Brito de; http://lattes.cnpq.br/2516125498547643; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642
We lived with the radiation from various sources, both natural and artificial, and indeed life on Earth exists only because of it being a key aspect of our daily lives. Although most students have heard about radiation, a significant number do not know the subject, basic items such as their benefits, and the difference between ionizing and non-ionizing radiation. The vision of the student is the one generated by the media, stating that the radiation is harmful. Thus, this study aims to address the topic in the classroom, through a didactic sequence for students of vocational education in meaningful learning theory perspective of David Ausubel, so that takes the student out of the mediatic idea, common sense, and formulate scientific concepts. The work begins with a brief study of the meaningful learning and its key employees subsequently approach the teaching of physics of radiation - ionizing radiation immediately will relate the physics of radiation with the meaningful learning of Ausubel. Finally we present the teaching sequence presented to students of the Federal Institute of Amazonas - IFAM / Manaus Campus Center, and present the results.
O ensino e aprendizagem de oscilações por meio do software Modellus
(2020-12-15) Sousa Filho, Edmilson; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Silva, Petrucio Barrozo da; http://lattes.cnpq.br/8125086945391124
The present work used the computer simulations that were created using the Modellus software to make a Didactic Transposition of the subject of oscillations and bring it to a practical reality of the student. Also thinking about teacher improvement, we developed a manual to help the teacher himself to create his own simulations in the future. In theoretical and computational assessments, we used the solo taxonomy to categorize students responses, we obtained an improvement in student performance in relation to the content taught and also great support to continue the use of simulations for teaching.
Inserção dos conceitos da radiação do corpo negro no ensino médio através de uma sequência didática baseada em uma UEPS
(2018-09-02) Sousa Filho, Alderico dos Santos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Arruda, Alberto Sebastião de; http://lattes.cnpq.br/7710288371318569; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463
Máquinas térmicas: uma proposta para o ensino das leis da termodinâmica para o ensino médio
(2016-08-04) Saraiva, Raysa Zurra; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Barroso, Marta Feijó; http://lattes.cnpq.br/8979560510386706; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; http://repositorio.ifam.edu.br/jspui/handle/4321/445
Máquinas térmicas: uma proposta para o ensino das leis da termodinâmica para o ensino médio
(2016-08-04) Saraiva, Raysa Zurra; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Barroso, Marta Feijó; http://lattes.cnpq.br/8979560510386706; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972
This thesis describes a didactic proposal used to aid teacher and students in the construction of concepts necessary for understanding the Thermodynamic laws, such as pressure, volume, heat, work and temperature. For its development was first carried out an analysis of textbooks present in PNLD-2012 using elements of Chevallard’s didactic transposition, and as a theoretical basis for the creation and organization of all activities employ socio-historical theory of Vygotsky. These procedures consisted in investigative activities, experimental and traditional, like the resolution of exercises. The generated products consist of a guide for the teacher, in which he will find not only the activities of didactic sequence that we propose for learning these laws, but also suggestions on how to organize the dynamics in the classroom and how to proceed as mediator for conducting such activities. In addition, is presented an Stirling engine, made with reusable materials, used in construction of the P-V diagram of the Stirling cycle.
Material instrucional para o professor - o ensino e aprendizagem de oscilações por meio do software Modellus.
(2020-12-15) Sousa Filho, Edmilson; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Silva, Petrucio Barrozo da; http://lattes.cnpq.br/8125086945391124; http://repositorio.ifam.edu.br/jspui/handle/4321/894
Minicursos temáticos como estratégia de sensibilização para a educação e segurança no trânsito: a física no trânsito
(2016-12-15) Cabral, Fernanda Carolina Freitas; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Pacobahyba, Luiz Henrique; http://lattes.cnpq.br/8694960488322263
The Thematic Short Courses project with an awareness strategy for physics teaching came from a recurring social problem and which impact is reflected in the daily lives of all of us, the traffic. This issue can be approached in the classroom through the awareness to the subject, for this reason, it is possible that such knowledge can incorporate its own meanings in Physics Teaching and it starts to make sense in the student's daily life. This study aimed to evaluate the role of Traffic Education and associate it to Physics Teaching so as to promote changes in behavior, even though it is a long-term change, of future drivers. Students from the second year of High School Education (Junior year) of a state educational institution in the city of Manaus participated in this survey. The theoretical framework adopted was the meaningful learning by David Ausubel, that provides guidance on the use and the benefit of student’s previous knowledge. This research describes the development of educational activities through the short courses of Physics, characterized as an educational product and it also reports a particular experience in the classroom in order to enable a more critical education regarding Newton's Laws, so that it can be reproduced and improved.
Minicursos temáticos como estratégia para o ensino de física
(2016-12-15) Cabral, Fernanda Carolina Freitas; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Pacobahyba, Luiz Henrique; http://lattes.cnpq.br/8694960488322263; http://repositorio.ifam.edu.br/jspui/handle/4321/882
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.
Produto educacional (material de apoio do professor)
(2021-10-19) Chagas, Sidney Assis; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Bento, Ricardo Rodrigues de França; http://lattes.cnpq.br/0438766445011979; http://repositorio.ifam.edu.br/jspui/handle/4321/811
Uma proposta baseada na teoria de aprendizagem significativa para o ensino do movimento browniano no ensino médio
(2020-06-19) Silva, Sarah Jane Colares da; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Albuquerque, Douglas Ferreira; http://lattes.cnpq.br/1684884358008078; Silva, Márcio Gomes da; http://repositorio.ifam.edu.br/jspui/handle/4321/577
Uma proposta baseada na teoria de aprendizagem significativa para o ensino do movimento browniano no ensino médio
(2020-06-19) Silva, Sarah Jane Colares da; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo; http://lattes.cnpq.br/3871066069541626; Albuquerque, Douglas Ferreira de; http://lattes.cnpq.br/1684884358008078; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054
Proposta de inserção dos conceitos da radiação do corpo negro no ensino médio através de uma sequência didática baseada em uma UEPS
(2018-09-02) Sousa Filho, Alderico dos Santos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo; http://lattes.cnpq.br/3871066069541626; Arruda, Alberto Sebastião de; http://lattes.cnpq.br/7710288371318569; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; http://repositorio.ifam.edu.br/jspui/handle/4321/561
Sequência didática para o ensino da cinemática relativística por meio das TICs
(2020-12-21) Yamashita, Fábio Kazuyuki de Souza; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Carara, Sabrina Silva; http://lattes.cnpq.br/0332844927349554; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920
Albert Einstein's Theory of Special Relativity (TRR) revolutionized the way we understood concepts for a long time considered absolute as space and time. With considerably counter intuitive definitions, TRR has become one of the pillars of Modern Contemporary Physics (FMC) and has provided a range of technologies that are present today in our daily lives. In view of the importance of this knowledge in the formation of critical citizens capable of understanding and associating information related to FMC, this work aims to propose a didactic sequence that, based on David Ausubel Theory of Meaningful Learning and the use of information and communication technologies (ICT), enables the teacher to debate and develop knowledge about relativistic kinematics with his high school students.
Sequência didática para o ensino da cinemática relativística por meio das TICs
(2020-12-21) Yamashita, Fábio Kazuyuki de Souza; Sousa, José Ricardo de; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Carara, Sabrina Silva; http://lattes.cnpq.br/0332844927349554; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; http://repositorio.ifam.edu.br/jspui/handle/4321/579
Uma sequência didática para o ensino dos benefícios da radiação ionizante
(2016-08-20) Pinheiro, Di Angelo Matos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Faria, Jorge Luiz Brito de; http://lattes.cnpq.br/2516125498547643; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; http://repositorio.ifam.edu.br/jspui/handle/4321/651
Sequência didática voltada a tópicos de astronomia e astronáutica
(2023-01-16) Marques, Railson Caxeixa; Sousa, José Ricardo de; Sousa, José Ricardo de; Pacheco, Vanusa Bezerra; http://lattes.cnpq.br/9728640081222445; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143
This work intends to present and propose a Didactic Sequence focused on topics of Astronomy and Astronautics with an emphasis on Newton's laws, as these sciences when applied in Physics classes, they promote the development of activities significant; The development of the educational product was based on the Theory of Teaching and Learning by David Ausubel and the use of methodological resources such as the history of Physics, workshops, use of stellarium and excel which are fundamental to bring students closer to the topic; The SD application targeted a 1st year high school class at a full-time state school in municipality of Coari, state of Amazonas, and its activities were carried out during the period of the Covid 19 Pandemic with face-to-face classes, where teachers and students were already immunized with one dose of the vaccine; For the study of data collected we use the qualitative and quantitative approach with performance analysis by male and female gender and as a result the final questionnaire consisted of that students have assimilated the proposed concepts, for the teacher SD promotes organization of the teaching and learning process.
Supercondutividade: uma sequência didática para introdução do tema no ensino médio e a percepção dos professores do município de Tabatinga - AM
(2024-10-08) Rocha, Reinaldo Carneiro; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626
Superconductivity is the phenomenon characterized by zero electrical resistance and the expulsion of magnetic fields that occurs in certain materials when they are below a certain temperature. The phenomenon was discovered by the German physicist Heike Kamerlingh Onnes on April 8, 1911, in Leiden. The study of superconductors is an area in constant evolution and discovery. As this is a very current and exciting topic, it is necessary to introduce concepts on the subject. This work aims to create an educational product through a didactic sequence for teaching superconductivity to students in the final years of regular high school. This study also aimed to address and relate the concept of superconductivity to other fundamental concepts of electrodynamics; to apply the concept of superconductivity in the context of Ohm's Law, making them accessible and understandable to students during their lessons; and to arouse students' interest and curiosity in science and physics. The methodology adopted involved qualitative and descriptive bibliographical research, with a review covering various works that address theoretical concepts of superconductivity. Questionnaires containing open and closed questions were used to collect data from the participants, as well as activities and assessments designed to verify learning. David Ausubel's theory of meaningful learning underpins the work.The data collected was subjected to descriptive statistical analysis, showing a positive and decisive knowledge of the concepts of superconductivity and its phenomena. The application of these concepts in an accessible and comprehensive way proved satisfactory, establishing links between the students' previous knowledge and the new concepts. Considering that the implementation of this research through a didactic sequence was satisfactorily accepted by 82% of the students involved in the study, this work contributes to the improvement of Modern Physics teaching, emphasizing the importance of contextualization and practical applicability of concepts in the teaching-learning process.