Monografia_Física
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/739
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Item Como me tornei professora de física(2019-12-15) Almeida Filha, Agostinha Reis de; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744This work brings in its textual composition my life story through an autobiographical narrative with the purpose of promoting a reflective analysis of the lived and learned from childhood to academic formation, so that this experience becomes a research tool. In the pursuit of growth as a future professional education. The paper first discusses my career in childhood, bringing the difficulties of economic nature, but mainly the challenges faced in the schooling process. The search for a better life made me leave home as a child looking for better conditions of study in order to improve my basic knowledge that allowed me to get to my background as a Physics teacher. I also bring in this work all my experience during the internships in schools as my first contact with the reality of the public schools and classrooms where I performed my activities. Finally I list the main challenges and possibilities that permeated my whole process of formation mainly during the internship practices and that by observation, based on my own school trajectory, the theorists presented here and the classroom experiences with internships will accompany me throughout from the teaching walk.Item Produção de tiras como recurso para o ensino do conceito de calor e temperatura(2019-11-22) Carvalho, Edson Eduardo Tavares; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Ferreira , Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346This work presents a learning proposal for the teaching of the concept of Heat and Temperature, by creating comic-strips as a resource to help the student visualize and understand these physical greatness conceptually, is such a way that the following question rose: Can comic-strips contribute to encourage greater involvement of student in learning the concept of Heat and Temperature? For this, the strip was used as a resource in the teaching of the concept of Heat and Temperature and to understand its processes, describing based the literature, and analyzing the degree of importance of the concept of Heat and Temperature. Thus, based on the results, they indicate that the comic-strip is a potentially significant material is that students can interact and learn through the comics.Item Uma proposta de abordagem eficiente do conceito de campo elétrico(2019-12-05) Bentes, Rodrigo da Silva; Farias, Fabricio de Oliveira; http://lattes.cnpq.br/6265424660011447; Farias, Fabricio de Oliveira; http://lattes.cnpq.br/6265424660011447; Braga, José Francisco Aparecido; http://lattes.cnpq.br/8311026342420534; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039The main objective of this work is to propose an efficient approach of the electric field concept so that it will be done considering that the education area lacks about efficient approaches related to the proposed theme. The electric field theme was used, considering that the students have several difficulties in their comprehension, though it is worth noting that their comprehension must be associated with a good contextualization for the Physics teaching. For the execution of our proposal, we selected a 2nd year class of Integrated Technical Education in Electrotechnics course at Federal Institute of Amazonas, Manaus Centro Campus. The respective class in the 1st year had already studied “Electric field” through the Technical discipline called “Electricity”, however the students had several difficulties on the subject, it was detected through the answers presented by the students through an initial questionnaire. Therefore, in order to fill this gap, we planned an expository lecture about electric field, developed with experiments assistance. Based on the experimental practice, we used some experiments, such as Electrostatic Generator, Magnetism Kit (field lines), through these materials, it was possible to make an analogy for the conceptual understanding of “Electric Field” theme with the support of the elaborated presentation. With the perspective to enhance students' learning related to the subject understanding, we set up the “flat capacitor” experiment coupled with the “electrostatic generator”, in which we emphasize that this experiment was used in order to make the learning much more meaningful. After this step we applied a final questionnaire to analyze the contribution in terms of knowledge in students´ understanding. Our proposal was based on Jerome Bruner's constructivist theory, which has as its intermediation process the educators´ role as a fundamental factor not only transmitting, but also related to the interpreting culture. The proposed activities, in this research take in consideration the teaching by discovery and the proposal of a spiral format curriculum, in which the content is proposed superficially and in depth according to the student's learning.Item Proposta metodológica para o processo de ensino e aprendizagem do conceito de espelhos esféricos através de materiais didáticos adaptados táteis para discentes com deficiência visual(2018-06-19) Souza, Flaviane Cristine Santos de; Santos, Francisco das Chagas Mendes dos; http://lattes.cnpq.br/0799460455712649; Santos, Francisco das Chagas Mendes dos; http://lattes.cnpq.br/0799460455712649; Lira, Antonio da Fonseca de; http://lattes.cnpq.br/2666579666823512; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039The present work aims to contribute with the elaboration of alternative didactic materials in the teaching-learning process of the physical concepts. The idea arose from the results of the analysis of the researches that point out a lack of inclusive materials in the teaching-learning process for the visually impaired. In an attempt to fill this gap, it is proposed to elaborate tactile adapted materials for the teaching of spherical mirrors, as a pedagogic tool with a low cost potential, depending on the materials used, in order to alleviate the learning difficulties of the visually impaired. Thus, through these materials, we propose the creation of alternative inclusive materials for the conceptual explanation of the Physical phenomena which in textbooks are merely illustrative. The objective is to develop materials that give students access to illustrative figures by tactile means that make possible the understanding of the phenomena around us for different audiences. Important results of the proposal for teaching-learning process through the use of tactile materials are: (i) Include people with visual impairment; (ii) Perceive the perception of the characteristics and properties of the phenomenological objects involved in the teaching-learning process; (iii) Opportunist the construction of concepts involved in the Physical phenomenon; (iv) To effectively promote the construction of solid mental schemes based on the use of concrete materials.Item O uso da experimentação no ensino da eletricidade e magnetismo no 9º ano do ensino fundamental(2019-12-04) Neri, Mateus Oliveira; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346; Cordeiro Neto, Marcelino; http://lattes.cnpq.br/0074451912167520This is a proposal for the use of experimentation to teach electricity and magnetism in the 9th grade of Elementary School, which was carried out together with the Supervised Internship at the José Roberto Tadros Education Center - SESC in two 9th grade classes, with a quantity total of 70 students. The general objective of this work is to demonstrate that the use of experimentation can provide meaningful learning, and the specific objectives are: to investigate through observation, relevant characteristics of students for organization and planning of conducting; identify students' prior knowledge; use experiments to teach electricity and magnetism; and relate theoretical knowledge to experimental knowledge. This work is divided into four moments: observation, conducting, experimentation and data collection. This is based on the Theory of Meaningful Learning, proposed by David Ausubel in which a previous knowledge is related to a new knowledge, giving rise to a new knowledge present in the student's cognitive structure. During the project, two activities are proposed to students, one at the end of observation and the other at the end of experimentation. Thus, when analyzing the results obtained through the responses, it was found that learning, in fact, was significant.Item 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/6265424660011447This 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.