Produto educacional - MNPEF
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/569
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82 resultados
Resultados da Pesquisa
Other Utilizando o software PictoBlox para o ensino de circuitos elétricos no ensino médio(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2027-10-07) Alencar, Renan de MeloOther Tecnologias digitais: simulações virtuais como ferramenta no ensino da física(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-09-09) Coêlho, João Carlos PereiraOther 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 AngladaOther O ensino conceitual do modelo atômico, através do experimento da espectroscopia óptica, no ensino médio(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-15) Cordeiro, Rafael Cardoso; Sousa, José Ricardo deOther Sequência de ensino-aprendizagem para as três leis de Newton a partir da robótica educacional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-22) Silva, Romário Antônio Sousa da; Borges, Denilson da SilvaOutro Modelando circuitos elétricos simples através do software Ni Multisim(2025-06-02) Rezende, Nelson de Oliveira; Campos, José GalúcioOutro Conectando ideias e iluminando conceitos: explorando a radiação do corpo negro por meio da metodologia Peer Instruction(2025-05-02) Marinho, Ludimilson Mota; Salmon, Octávio Daniel RodriguezThis work presents a Didactic Sequence (SD) formulated from the dissertation titled "EXPLORING THE CONCEPTS OF BLACKBODY RADIATION FROM CLASSICAL TO MODERN PHYSICS WITH THE PEER INSTRUCTION METHODOLOGY," which investigated the effectiveness of the Peer Instruction (PI) methodology in teaching blackbody radiation concepts to students in the 11th stage of EJA (Youth and Adult Education). The main objective of the SD is to relate the types of electromagnetic radiation, especially thermal radiation, to the laws of Classical and Modern Physics that describe the radiation emitted and/or absorbed by a blackbody, using the PI methodology as a tool to promote active learning. The choice of PI is justified by its suitability to the EJA teaching structure, which combines synchronous classes (Mondays and Fridays) and face-to-face classes (Tuesdays, Wednesdays, and Thursdays). Asynchronous classes were used for the pre-class moment, where students had their first contact with the content. Face-to-face classes were used for the in-class moment, where content was reviewed based on students' difficulties, and to promote peer discussion. Following the implementation of the SD's preliminary version, the in-class moments were adjusted to better address the difficulties presented by the students. The SD consists of 4 classes, each lasting 55 minutes. The first 3 classes are structured around a pre-class moment and an in-class moment. However, these classes should have ideally been divided into 3 moments: pre-class, in-class, and post-class, where the objective is to consolidate learning through problem-solving. Nevertheless, considering the reality of the EJA students, the post-class moment was applied in the fourth class. The results from the SD's application indicated that students achieved at least 70% accuracy in problem solving situations, demonstrating the effectiveness of the PI methodology in teaching complex modern physics concepts within the EJA context.Outro TRRS, um ajustepsicológico eficaz para a aprendizagem do MRU e MRUV: uma jornada com a teoria de Duval, da construção dos registros de representação à descoberta de suas unidades significantes(2025-04-25) Bata, Ismael Freire; Campos, José GalúcioThis educational product consists of a didactic sequence applied to 9th-grade students in the state public school system of Amazonas. The sequence is the result of the dissertation entitled "The Teaching of Uniform and Uniformly Varied Motion under Duval's Semiotic Perspective," which aimed to evaluate the effectiveness of the Theory of Semiotic Representation Registers (TSRR) as a psychological adjustment for the occurrence of learning kinematic concepts for 9th-grade students in Elementary School II. This didactic sequence seeks to promote the learning of the description in native language, algebraic language, and graphical language of Uniform Rectilinear Motion (URM) and Uniformly Varied Rectilinear Motion (UVRM) through the TSRR. Furthermore, it offers a proposal for assessing learning through tests composed of discursive and objective items. The proposed learning objectives are based on Bloom's Taxonomy and consider Hattie's definition of visible learning to make students active participants throughout the learning process. The sequence is aligned with the National Common Core Curriculum so that it can be applied to both the 9th grade of Elementary School II and the 1st year of high school. It presents a teaching methodology constructed based on the TSRR, organized into two thematic units that should be applied over a minimum of eight 45-minute lessons. All lessons are described in detail to facilitate their reapplication in real learning environments distinct from the one in which it was developed.Outro Explorando o mundo quantum(2024-08-09) Silva, Erdelem Cris Gomes daOutro Relatividade restrita em vídeos do YOUTUBE: o ensino através da investigação(2025-03-14) Batista, Kennedy Rufino