Dissertação - MPET/PPGET
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Dissertação Uma proposta para o ensino de conceitos da fisica moderna por meio da aprendizagem baseada em problemas(2020-06-01) Gonçalves, Karen Magno; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098The teaching of Modern Physics (MF) in high school classes has been a subject discussed by many teachers and researchers in recent years. It is a question about how we can insert MF teaching in schools and also how we can make students more active and interested in their learning. In order to solve this problem, we propose the construction and use of a Potentially Significant Teaching Unit (PSTU) based on Moreira, which uses, in its stages, the teaching strategy of Problem Based Learning (PBL), in order to investigate that aspects a didactic proposal that uses this teaching strategy can contribute to promote meaningful learning of MF concepts for students of the 3rd year of high school. Thus, as a methodology we use the qualitative approach and the epistemological basis of action research of the strategic type, which performs only one cycle in the application (planning → action → reflection → research → reframing). In addition, the data collection instruments were observation, problem solving, evaluative activity (use of scores) and questionnaires. Inserting the seven jumps proposed by Schmidt for PBL, we built the PSTU, which has eight steps, namely: (1) problem planning and formulation; (2) presentation of the problem and identification of previous knowledge; (3) brainstorming and preparation for studies; (4) addressing general knowledge through themes for individual studies; (5) increasing complexity and conducting new individual studies; (6) increased complexity and presentation of the problem solution; (7) carrying out an evaluative activity; (8) assessing the success of PSTU. After the implementation of the proposal and the analysis of the results obtained, it was noted that, in terms of student engagement in learning activities, there was an active collective participation and an increase in the progressive differentiations of the MF concepts during the orientation classes. In addition, this PSTU, in order to provide students with a cognitively demanding and communicational material, which at the same time favored meaningful learning, served as a basis for the construction of an educational product in the form of a didactic guide. Finally, it can be said that this PSTU, which made use of PBL as a teaching strategy, made it possible for students to actively participate in their process of learning MF concepts and presented in the results evidence of more meaningful learning, such as interest of the students for the solution of the problem and the choice of potentially significant materials.Dissertação As tecnologias digitais da informação e comunicação no ensino para a prevenção e controle da dengue em uma escola do estado do Amazonas(2025-03-13) Cruz, De Angelo Silva da; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Campos, Raimundo Sidnei dos Santos; http://lattes.cnpq.br/2939166076843358Dengue represents one of the most serious public health problems in Brazil, with significant impacts, especially in the Northern region, due to climatic and social factors that facilitate the routine of Aedes aegypti. Health education plays a fundamental role in raising awareness and preventing diseases, making it essential to adopt innovative pedagogical strategies that promote meaningful learning and student engagement. In this context, this qualitative research aimed to investigate the impact of a didactic sequence mediated by Digital Information and Communication Technologies (DICTs) on the teaching of biology for the prevention and control of dengue in a public school in the state of Amazonas. The research methodology was based on action research, with the application of a didactic sequence grounded in Problem Based Learning (PBL), combined with the use of interactive digital platforms, infographics, educational videos, and other digital tools. Data collection was conducted through diagnostic questionnaires (initial and final) and participant observation using learning rubrics to assess student performance in sessions 4 and 5. The results indicated that the incorporation of DICTs into teaching enabled greater student participation, promoting dynamic and contextualized learning, as well as contributing to changes in students' perception and behavior regarding preventive measures against dengue. The developed educational product, consisting of a didactic guide and an infographic for students, proves to be an effective tool for strengthening the integration between education and public health. Thus, this study contributes to advancing educational practices beyond health promotion and can serve as a reference for future initiatives in the field of health education. These findings reinforce the importance of DICTs in knowledge construction, as advocated by Ausubel (2003) in meaningful learning theory and by Zabala (1998) in structuring contextualized didactic sequences.