Dissertação - MNPEF
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32
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Thesis Utilizando o software PictoBlox para o ensino de circuitos elétricos: uma Abordagem prática no ensino médio(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-10-07) Alencar, Renan de MeloThis work aims to investigate and explore an additional method for teaching physics, using technology through robotics to teach concepts and practices related to electrical circuits. The goal is to examine the potential of using the Pictoblox platform as a supporting tool in high school physics education. Given the challenges faced in the learning process of this subject, often characterized by abstract and decontextualized approaches, this study seeks to assess how the introduction of a block-based programming language, integrated with sensors and electronic components, can contribute to building physics knowledge in a more interactive, experimental, and meaningful way. Thinking about overcoming such obstacles and motivating high school students to study physics, we thought of using the software PictoBblox, a tool based on SCRATCH, which allows the development of programming in blocks, and also allows connection to boards (microcontrollers) Arduino. The use of the Arduino board will be of great importance in this research, as this is the time when students will need to exercise their knowledge about circuits and, by building and handling variations of these circuits, it will be possible to achieve significant learning on the topic covered. The option to promote a didactic sequence using this software to teach electrical circuits is based on the use of technology to make physics more attractive and understandable to students, making them not only understand the content, but also recognize the importance of learning it.Thesis 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 PereiraThis study is based on the following scientific problem: can the use of virtual simulation technologies contribute to the teaching of Physics? Its main objective is to analyze the contribution of virtual simulation technologies to improving the learning of Physics concepts in the 1st year of High School, which leads to the following guiding questions: what studies already exist on the use of virtual simulations for Physics learning? Have research studies on this topic shown promising results? What teaching methodology supports the use of these simulations in the classroom? How can virtual simulations contribute to learning in the Physics class? To address these questions, the following specific objectives were established: to use interactive virtual simulations of physical experiments through a virtual laboratory; to explain Newton’s Laws using interactive digital simulations; to employ virtual simulations through videos from open platforms illustrating the real movement of the Solar System around the Sun and the Milky Way; to apply the proposed virtual simulations in the classroom; to identify whether virtual simulations motivate and arouse the curiosity of this new generation of students regarding Physics; and to verify whether virtual simulations contribute to Physics teaching. The study was conducted in four stages, over four lessons at the PublicSchool Prof. Ruy Alencar and in Public School Dr. José Milton Bandeira, with data collection carried out through questionnaires, and data analysis performed using a qualitative approach. As a contribution, the study proposes a solution based on the use of Digital Technologies (DT) for the implementation of virtual simulations, both through interactive virtual Physics laboratories and videos, aiming to make learning more dynamic and accessible, especially in complex physical phenomena. The research demonstrated that virtual simulations are fundamental in increasing students’ motivation and curiosity regarding Physics. By using interactive virtual laboratories and videos, it was possible to make teaching more dynamic and engaging, allowing students to visualize physical phenomena that are difficult to understand theoretically. The results revealed that students felt more interested and motivated when simulations were incorporated into the lessons, transforming learning into a more practical and exciting experience. Thus, simulations not only supported teaching but also sparked students’ interest in the subject, demonstrating that the integration of digital technologies is highly beneficial for contemporary education.Thesis Uso de um análogo mecânico de buracos negros associado a metodologia Peer Instruction no ensino de conceitos de relatividade geral(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Cardoso, Eliabe Rafael FigueiraThis dissertation presents the development, validation, and implementation of an educational product consisting of a mechanical analogue representing black holes, articulated with the active methodology Peer Instruction (PI), with the aim of investigating its contributions to the teaching of introductory concepts of General Relativity in High School. The proposal is based on the understanding of gravitation as the curvature of spacetime and seeks to establish conceptual relationships between Classical Physics and Modern Physics, in order to favor the meaningful learning of abstract and epistemologically challenging content. The research is characterized as an applied study, of a qualitative-quantitative nature, developed with two classes of the third year of High School, totaling 40 students. The pedagogical intervention was structured in a didactic sequence composed of six classes, in which the mechanical analogue was used as a mediating resource, associated with the systematic application of Peer Instruction. Data collection involved the application of pre- and post-intervention questionnaires using a Likert scale, conceptual tests with objective and open-ended questions, analyzed using Hake's normalized gain, and the use of standardized logbooks for students to complete throughout the classes. The results indicate relevant conceptual gains for a significant portion of the students, as well as positive changes in perceptions related to interest, active participation, and understanding of the concepts covered. The integrated analysis of the instruments highlights the convergence between measured and perceived learning, in addition to emphasizing the role of peer interactions and the critical use of analogies in the conceptual construction process. It is concluded that the articulation between physical analogies and active methodologies constitutes a promising pedagogical strategy for the introduction of Modern Physics topics in High School, provided it is accompanied by intentional teacher mediation and consistent theoretical grounding. This study contributes to the field of Physics Education by offering an educational product, embodied in a validated Teaching Guide, and by expanding discussions on didactic possibilities for teaching General Relativity in school contexts, while also pointing to perspectives for future research.Thesis Espectroscopia óptica: uma estratégia para uma aprendizagem significativa do modelo atômico no ensino médio(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-15) Cordeiro, Rafael CardosoThis study analyzed the effectiveness of a didactic sequence (DS), grounded in Meaningful Learning theory, which utilizes a low-cost optical spectroscopy experiment to promote the reconstruction of subsumers and the acquisition of concepts related to atomic models and spectroscopy among 11th-grade high school students. The research adopted a qualitative approach with an exploratory and descriptive design. Data collection involved both preintervention discursive and post-intervention objective conceptual tests, as well as observation records. Data were analyzed qualitatively using the content analysis method applied to the students' responses. The DS was implemented with 25 students from a public school in Manaus, Amazonas. The results indicated that the pedagogical intervention was effective. In the pre-test, the majority of students did not demonstrate robust evidence of meaningful learning on the topics. However, after the DS was implemented, a significant learning gain was observed across all topics, as measured by Hake's normalized gain. Specifically, for Wien's Law, the normalized Hake gain was 0.79, which is considered high, indicating that students understood the relationship between wavelength and temperature. For the concepts of object color (absorption and reflection), the gain was 0.94, also classified as high, showing that students grasped the process of color formation. Regarding the atomic models, the gains were 0.47 for Dalton, 0.67 for Thomson, 0.46 for Rutherford, and 0.68 for Bohr. Although these gains are considered medium, they still represent a significant improvement compared to traditional methods. Finally, for spectral lines, the gain was 0.78, a high gain. The overall normalized gain of the DS was 0.67, which indicates that the teaching methodology employed fostered active student participation and the development of conceptual understanding, thus characterizing meaningful learning.Thesis Aprendizagem baseada em projetos para o ensino de física: uma sequência de ensino-aprendizagem sobre as leis de Newton a partir da robótica educacional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-22) Silva, Romário Antônio Sousa daThis dissertation aims to evaluate the effectiveness of the Project-Based Learning methodology applied to the teaching of Newton's three laws, using educational robotics as a mediation tool in the teaching-learning process. The research was developed at the Professor Jorge Karam Neto State School, in the city of Manaus-AM, seeking to understand how the integration between theory and practice, through the construction and programming of robots, can favor the learning of the fundamental concepts of dynamics. The development of the work was structured in four phases: analysis, elaboration, implementation and evaluation. In the analysis phase, diagnostic questionnaires were applied to identify the students' prior knowledge and their learning needs in relation to Newton's laws. Based on these data, a teaching-learning sequence based on Project-Based Learning was developed, in which the students, organized in groups, planned, assembled and programmed robots capable of participating in practical challenges, such as tug-of-war and sumo wrestling competitions. During implementation, students were challenged to apply concepts of force, mass, acceleration, and action and reaction to optimize the performance of prototypes, integrating physical knowledge into the assembly and programming processes of devices. Assessment was carried out continuously, using formative assessment instruments, using specific rubrics that allowed monitoring the progress of students in criteria such as understanding of concepts, teamwork, application of data, and reflection on their own learning process. In addition to the formative assessment, a final assessment was conducted on students' perceptions of the activities performed. The results demonstrated that the use of educational robotics, combined with the Project-Based Learning methodology, provided a more dynamic, collaborative, and meaningful learning environment, contributing to a better understanding of physical concepts and the development of essential skills, such as critical thinking, logical reasoning, and problem-solving. It is concluded that the adopted approach not only promoted the strengthening of Physics knowledge, but also encouraged autonomy, protagonism and student engagement, demonstrating that active methodologies integrated with technology constitute an effective strategy for improving Physics teaching, especially in high school.Dissertação Modelando o ensino de circuitos elétricos simples à luz da teoria de registros de representação semiótica de Raymond Duval(2025-06-02) Rezende, Nelson de Oliveira; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Amazonas , Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541With a normative character, on December 20, 2017, the National Common Curricular Base (BNCC) was enacted, with the main objective of providing public and private education networks and institutions with a minimum curriculum that every student should know by the end of basic education. In addition to these and other curricular changes, the base also brought another set of pedagogical proposals to be innovative by teachers in the classroom. One of these changes involves technological transformations. We therefore observe that the use of Digital Information and Communication Technologies (DICT’s) in education has become an emerging theme. Given this macro scenario, this led us to ask the following question: Is it possible to understand the concepts necessary for building simple electrical circuits using computer simulations as a tool, relating them to real electrical circuits, through a didactic sequence implemented from the perspective of Raymond Duval's Theory of Semiotic Representation Registers? This study aimed to answer this question by developing and applying a structured teaching sequence based on the progression of semiotic registers applied to the construction of simple electrical circuits using the NI Multisim software environment. In this study, we employed a collaborative teaching strategy based on the use of different registers of semiotic representations, mobilizing them and verifying whether the gaps between registers of representations of the same object influenced a better understanding of essential concepts for the construction of these circuits. We highlighted the importance of coordinating the different types of languages present in the teaching of Physics, be it symbolic, algebraic, oral or written, demonstrating the relationships involved and their emotions. This led us to conclude that the teaching of Physics, be it through expository classes, experiments, computational models, active methodologies, etc., should be developed based on the evolution of these registers.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 Física de partículas: uma sequência didática para introdução do modelo padrão nas aulas de física do ensino médio(2024-08-09) Silva, Erdelem Cris Gomes da; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto; http://lattes.cnpq.br/6102062332483035; http://lattes.cnpq.br/6102062332483035; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Silva, Gabriel de Lima e; http://lattes.cnpq.br/2111422586050900This dissertation aim to present the results of the research and implementation of a didactic sequence on the topic of the Standard Model of Particle Physics, based on Lev Vygotsky's learning theory, as also on the perspectives and challenges of teaching physics in the Amazonian context. Then taking into account these challenges inherent in the didactic transposition of such a complex subject, we sought to investigate which kind of approaches and strategies would be most appropriate for introducing and teaching the subject of particle physics in high school classes. This didactic sequence was designed to adapt to the new guidelines and norms established for secondary education by the National Common Curriculum Base (BNCC). In terms of teaching strategies, we tried to establish a dialogical approach, focusing on interdisciplinarity, emphasizing the process of building science and contributing to scientific literacy. The results, as well as the application of the educational product, proved to be satisfactory in terms of introducing the Standard Model into the context of physics classes.Dissertação O ensino de tópicos de relatividade restrita: uma sequência didática investigativa utilizando vídeos como ferramenta sociocultural.(2025-03-14) Batista, Kennedy Rufino; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035Currently, we are surrounded by various technological conveniences provided by the internet, with easy access to videos of different genres across different platforms being one of them. The current educational context is not only influenced by schools and lessons taught by teachers but also by elements of the digital world, where students socially interact, seek entertainment, and have access to a wide range of information on scientific and fictional topics. Thus, this research sought to investigate the contributions that an Investigative Teaching Sequence (ITS), associated with sociocultural elements such as short video lessons and science outreach videos, can bring to the conceptual learning of topics in Special Relativity in a 3rd-year high school class at a public school in Amazonas. We used Inquiry-Based Science Education as a teaching methodology, based on the works of Ana Maria Pessoa de Carvalho. As a theoretical framework for planning the activities, we considered elements of Vygotsky's sociointeractionist theory, particularly regarding the sociocultural interactions of students with the digital world through videos. To achieve our objective, the research was structured in the following steps: (1) identifying the characteristics that attract students to watch videos; (2) creating a list of videos based on these characteristics; (3) qualitatively classifying the selected videos; (4) developing and applying the ITS; (5) analyzing students' perceptions of the elements present in the research. As a result, we found that the investigative practice integrated Inquiry-Based Learning with sociocultural elements, allowing students, while solving didactic problems related to these elements, to make observations, raise hypotheses, and construct justifications. This approach created an investigative environment that led students through a scientific process, albeit simplified, as proposed by Carvalho (2013). The contributions to learning became evident through the performance of the groups in the investigative activity and the results obtained in the test, which demonstrated the understanding of the Relativity topics covered. Furthermore, students' perceptions indicated that Inquiry-Based Learning, combined with the use of videos as a sociocultural tool, significantly contributed to understanding the main ideas of the topic and to the interaction among participants during the investigative activity.