Navegando por Autor "Souza, Cristian Maria Costa de"

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O ensino da física moderna na relatividade usando o GPS como ferramenta didática
(2024-10-30) Souza, Cristian Maria Costa de; Salmon, Octavio Daniel Rodriguez
O ensino da física moderna na relatividade usando o GPS como ferramenta didática
(2024-10-30) Souza, Cristian Maria Costa de; Salmon, Dr. Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Araújo, Ijanílio Gabriel de; http://lattes.cnpq.br/5720717332159949; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302
This dissertation aims to contribute to the teaching of GPS in Modern Physics, through the creation, implementation and evaluation of a didactic sequence based on the Potentially Meaningful Teaching Unit (UEPS), using as a basis the theory of Meaningful Learning by David Ausubel and the model proposed by Marco Antônio Moreira. The research was carried out in four classes, three in the second year and one in the third year of the high school, at the Sérgio Mendonça de Aquino State School, located in the rural area of the village of Novo Remanso, in the municipality of Itacoatiara. The main objective was to awaken students’ interest in understanding how GPS works, a technology so present in everyday life. In order to achieve this objective, various teaching resources were used, such as videos, questionnaires and practical activities, following the steps recommended by the National Professional Master’s Degree in Physics Teaching (MNPEF). Throughout the application of the educational product and the production of this dissertation, many learning moments were found and, as a result, the expected success was achieved. The students’ interest in understanding how GPS works was awakened and they were able to see the applicability of this technology in their daily lives. In this context, Ausubel’s Meaningful Learning approach and the model proposed by Moreira proved to be extremely effective in the teaching and learning process, by promoting the connection of students’ prior knowledge with the content covered and relating this content to everyday situations. The didactic sequence based on meaningful learning allowed a more contextualized and meaningful approach to the topic, favoring students’ understanding and contributing to their engagement in the study of Modern Physics. Based on the results obtained, it is hoped that this work can serve as a reference and inspiration for other educators who wish to teach GPS more effectively, arousing students’ interest and curiosity, as well as promoting more meaningful learning.