Dissertação - MNPEF
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32
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Resultados da Pesquisa
Dissertação Explorando os conceitos da radiação do corpo negro desde a física clássica até a moderna por meio da metodologia Peer Instruction(2025-05-02) Marinho, Ludimilson Mota; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972The present research aims to investigate evidence of improved learning among Youth and Adult Education (EJA) students regarding the classical and modern descriptions of black-body radiation, resulting from the integration of the Peer Instruction (PI) methodology into the teaching-learning process. To achieve this objective, a qualitative study with an action research approach was conducted with 28 students in the 11th stage of the 2024 academic year of the Youth and Adult Education (EJA) program at the Antônio da Encarnação Filho State School, within the Amazonas State education network. Aligned with the theoretical framework of learning, the collected data were obtained through conceptual learning verification tests administered before, during, and after the lessons. The data analysis was performed using Content Analysis, with student responses as the unit of analysis. The data were categorized into Conceptual Understanding, Knowledge Application, and Opinion Change. The research concluded that the PI teaching methodology is effective in optimizing classroom time, promoting student engagement, and gradually improving their state of understanding and ability to apply the content. Consequently, students are able to progress from a partial understanding or skill after the pre-class phase to demonstrating comprehension or application skills during and after the lesson.Dissertação O ensino do movimento retilíneo uniforme e uniformemente variado sob a perspectiva semiótica de Duval(2025-04-25) Bata, Ismael Freire; Campus, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This research is characterized as a translational and field study with a qualitative approach, whose main objective is to investigate the contribution of using different representations of Uniform Rectilinear Motion (URM) and Uniformly Varied Rectilinear Motion (UVRM) to the conceptual teaching-learning process and problem-solving for 9th-grade students of Elementary School II. The results of this investigation stem from the implementation of a Didactic Sequence, with a teaching methodology grounded in Raymond Duval's Theory of Semiotic Representation Registers (TSRR), applied to 72 students from two 9th-grade classes of the Colégio Militar da Polícia Militar do Amazonas I (CMPM I), designated as the intervention group. To answer the research question, the learning gain in two tests was compared between the intervention group and the control group, consisting of seventy-eight students from two classes of the same school who received traditional teaching, using Hake's normalized gain. Additionally, the learning evolution within the intervention group was verified throughout the teaching-learning process resulting from the implementation of the TSRR-based methodology. The analysis of the results was conducted using the technique known as content analysis, aiming to examine and interpret the meanings present in the students' responses. The Hake factor demonstrated an average learning gain in the intervention group compared to the control group. Furthermore, the evolution of the intervention group's results between test 1 and test 2 suggests that the TSRR represents a promising methodological path for physics teaching, especially in content that allows for multiple representations. Finally, a Didactic Sequence (DS), developed and reformulated to overcome the learning difficulties identified in both the literature and the learning environment where we implemented its preliminary version, is presented as an educational product.Dissertação O efeito doppler de ondas eletromagnéticas a partir de sequência didática(2024-08-02) Teixeira, José Victor Bezerra; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Picinin, Adalberto; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642The search for improvements in physics teaching is intrinsically challenging and exciting, often requiring professionals to have knowledge beyond physics, as in the case of this work, which addresses the Doppler-Fizeau effect in Electromagnetic waves using Digital Technologies. Information and Communication (TDIC). Especially, when viewing the work in this field, one came across the limitation in approaching this effect for mechanical waves. Therefore, the present work consists of a Didactic Sequence (SD), guided by Ausubel's Meaningful Learning Theory (TAS), focused on electromagnetic waves. In this way, active methodologies were used, enabling the student to be the protagonist of the teaching-learning process using Arduino. Therefore, the impacts that the use of TDICs contributed to learning, especially in Modern Physics, were investigated. This SD was applied to a 3rd grade high school class for 8 days in progressive stages: (i) introduction, seeking to familiarize participants with the necessary concepts and Arduino, (ii) development, including practical programming activities with Arduino and ( iii) conclusion, which consisted of the experimental application to investigate the phenomenon studied in microwaves, which culminated in a doppler frequency signal observer, reflection speed meter and automated door simulation. Therefore, this DS exposed signs of significant learning found through questionnaires, conversation circles and continuous observation, which revealed an increase in performance. Thus, the importance of making physics teaching contextualized is clear, as it was possible to verify the connection of concepts that were previously disconnected from the student's reality, being then substantially related to technological applications, promoting comprehensive training through understanding the conceptualization, experimental and attitudinal procedures when relating critically to the environment in which it is inserted.Dissertação Sequência didática para o ensino sobre a condução de calor(2024-07-15) Costa, Hiram Jephson Gabriel da; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Guilherme, Adriano Pereira; http://lattes.cnpq.br/9119402956173089; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098The present study aims to investigate the development and implementation of a didactic sequence for teaching heat conduction, within the context of Physics teaching in Brazil. The central research question is: how can the implementation of a didactic sequence based on experiments impact the learning of heat conduction concepts? To answer this question, the study is based on Jerome Bruner's Discovery Learning Theory, which highlights the importance of students' prior knowledge in the assimilation of new concepts. The method adopted involves the creation of a didactic sequence that combines experimental activities, theoretical reflections and critical questions, aiming to actively engage students in the learning process. The research highlights the use of Problem-Based Learning (PBL) and other innovative methodologies, which place the student at the center of the learning process, promoting the development of cognitive and practical skills. The conclusions of the study indicate that the didactic sequence developed was effective in promoting a deeper understanding of concepts related to heat conduction. The results show that the integration between theory and practice, through experimental activities, reinforces students' prior knowledge and motivates the exploration and understanding of physical phenomena in a more meaningful way. Furthermore, the study suggests that this approach can be applied in other contexts of Physics teaching, contributing to improving the quality of teaching and learning in the area.