MNPEF - Dissertações
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Item Lei de Faraday: do senso comum a aprendizagem significativa(2022-10-05) Silva, Wilguem Torres da; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Mota, Deniz dos Santos; http://lattes.cnpq.br/3632354915141735The construction of scientific knowledge is a process, which begins before the school access, since by family-society interaction and the means of communication provide a vast empirical knowledge of certain physical phenomena. This fact causes future generations to come to school with a range of knowledge, which can facilitate the development of scientific knowledge. But for this to occur it is necessary that the teacher is able to develop the conceptual change of scientific empirical knowledge in scientific. The scientific knowledge of Faraday's Law is important in high school (MS), because even being an arduous process, it provides the student to evidence the interaction of electricity and magnetism, a phenomenon that had long been treated as distinct and, today forms electromagnetism. There are many reasons that show that the discovery of this law was fundamental for the generation and transmission of electricity, the electric motor, electric power transformers and other equipment so present in people's daily lives. Faraday's Law, a great discovery of 19th-century science with all its fascinating historical-social-technological context, has generally not been addressed in high school and higher education (undergraduate course). Due to these factors, the educational product will be applied to serve as a support material for teachers in public and private schools. The educational product consists of a didactic sequence that will be led by David Ausubel's theory of meaningful learning will consist of 6 (six) meetings, and each meeting of 2 (two) moments, but due to the covid-19 pandemic the classes had to be adapted, so the development of the educational product took place in the second half of 2021, period in which the classes came back in person in high school.Item Um projeto de unidade de ensino potencialmente significativa nas cores de Newton por meio dos fenômenos ópticos(2017-10-17) Chagas, Placilene Cardoso das; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Dinóla, Isabel Cristina Souza; http://lattes.cnpq.br/4739583498372611In the present work the study of the colors of Newton is proposed by the basic knowledge of Geometric Optics For knowledge about colors, it is necessary to have a minimum of knowledge about the optical phenomena: reflection, refraction and absorption, since the type of visual perception, which hours can be understood as an artistic approach, can also be explained by other areas of knowledge, such as physics. There are few literatures in physics that discuss or mention the colors and explain how they are perceived by the eyes. The methodology of Teaching and learning that we use to make this approach is the meaningful learning of Ausubel, in which the construction of knowledge is guided by previous knowledge, which is the essence of this theory. The exposition of the organization of knowledge is done by conceptual maps and the degree of knowledge is verified by the taxonomy SOLO. The implementation of the proposal was carried out in a Public State School with two classes of second years, each with an average of 30 students per class, where their previous knowledge was verified, then executed the previous organizers. We elaborated a didactic sequence thinking about activities carried out by the teacher and the students, as well as the process of developing the project from the increasing problems situations to be solved by the students. Initially, the students answered the questions individually and then formed groups of students who developed a problem text and experimental activities, an integral part of the product of this work. The results obtained through the didactic sequence based on meaningful learning were the gradual development of knowledge in optics, specifically in Newton's colors.Item O uso de um livro-jogo como recurso para o ensino de física(2022-06-08) Silva Júnior, Edézio Souza da; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601Through a literature review, we revisited some problems related to Physics Teaching to better understand the current difficulties in its realization and to contribute to the production of a Game Book and an analysis of its functioning in the classroom. Observing the Game Book's behavior dynamics through data collection with High School’s last grade students during the COVID-19 pandemic, we added to Physics Teaching a breath of traditional teaching and learning methods, since these permeate a large part of the founded problems. The Game Book brings a more playful way to the topics covered, contributing to a better fixation of the contents by the students. Guided by materials consulted in a bibliographic survey, the research details the functioning of this book with the students, analyzing important points of the functioning of teaching using this type of tool, showing data of effectiveness and acceptance by the students.