MNPEF - Dissertações

URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32

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Criação de um espaço não formal como organizador prévio para o ensino de astronomia
(2016-08-15) Andrade, Márcia Andreia Ramos de; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601; Dinóla, Isabel Cristina Souza; http://lattes.cnpq.br/4739583498372611; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601
Physics is the most fundamental of Natural Science, it investigates the basic rules (or laws) that govern the functioning of the world we live in, from the microscopic scale (elementary particles, atoms, condensed matter) to the astronomical scale (ratio of sizes of the planets and their distances between, and how these phenomena influence in the year and eclipse seasons). The curricular component physics in secondary level in public schools has changed over time, ie, new horizons and challenges in order to help the student to understand natural phenomena, apply in their daily lives and better prepare you for the regular classes of physics. The purpose of this research was to propose the construction of a non-formal space as a previous organizer, constituting introductory system in some astronomical topics: proportions and distance between the sun and the planets, the moon phases and the occurrence of the seasons. Based on the principles of meaningful learning, the use of previous organizers. For Ausubel, the main function of the previous organizer is to serve as a bridge between the learner already knows and what he should know in order that the new material could be learned significantly. That is, previous organizers are useful to facilitate learning in that function as "cognitive bridges". This space was created from a project started in the course of degree in physics from the Federal Institute of Education, Science and Amazon Technology - IFAM for dissemination and popularization of physical phenomena and its unique design redesigned making it here for this work specifically targeted for astronomy education, it is applied in the State School Farias Britto.
O ensino de óptica geométrica por meio dos problemas de visão e as lentes corretoras: uma unidade de ensino no contexto da educação inclusiva para surdos
(2015-12-15) Picanço, Lucas Teixeira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gomes Júnior, Samuel Rodrigues; http://lattes.cnpq.br/5378862551193401; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599
Nowadays, the educational inclusion of deaf students in regular schools has been more and more evident on the national scene, because this issue has a huge relevance in the achievement of a more fair and egalitarian society for all. Therefore, the teaching of Physics could not be out of that social and political movement that we are experiencing, and lined in this perspective, this searching work has as a goal to relate the development and implementation of of a Significant Potentially Teaching Unit turned to an inclusive environment, on the ambit of the Meaningful Learning on the physics knowledge, for non-deaf and deaf students. In this process, it was elaborated a didactic material for the teaching of some concepts of geometrical optics by theme "the vision problems and corrective lenses". And it was opted as an orientation the Meaningful Learning Theory, the SOLO taxonomy, the principles of Inclusive Education and the Education of Deaf Ones on the bilingual perspective. From the implementation of a Education Unit, it was possible to check evidences of Meaningful Learning of geometrical optics which refers to the main vision problems and the functioning of the spherical lenses. As a conclusion, it is recommended that the teaching of Physics for deaf students can be developed through a visual pedagogy which answers minutely the cultural and linguistic differences of those students, that way giving emphasis to visual resources such as videos, simple experiments and interactive programs
Supercondutividade no ensino médio: uma proposta fundamentada na aprendizagem baseada em problemas
(2016-12-15) Barbosa, Nara Gracy Travessa; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920
This dissertation presents an insertion proposal of the Superconductivity in the Secondary Level Education, having as foundation the Learning Process Based on Problems (ABP). In the educational context, the teaching of Superconductivity, one of the Contemporary themes in Physics, turns out to be necessary for having a set of applications connected to the daily lives of students, what evidences the importance of its insertion in the Physics curriculum of the Secondary Level Education. For this insertion, it was used an ABP, due to its characteristics favoring the active participation of the students in the teaching and learning process. The ABP methodology has as central point a problem to be solved, and as a means of answering it presents seven ways in its structure, in which the students are the active subjects and the teacher accomplishes the role of tutor. With this foundation, the research has as general purpose to analyzes the implementation of a proposal to insert Superconductivity in the Secondary Level Education, having as methodological support the Learning Based on Problems, in view of the need to have the teaching of Physics more contextualized that allows students to list the scientific knowledge with the life. Therefore, it was used a qualitative nature research for presenting peculiar feature for the conduction of the research and for the obtained tract data. The implementation of the proposal, with 38 students of the Secondary Level Education from a public school in Manaus – AM, located in the West zone, it was organized in three stages: the presentation of superconductors application and the central problem to be solved; the application of a questionnaire to evaluate the previous knowledge of the students; the approach of each block of content and resolution of the central problem. For this last stage, the approach of the Superconductivity theme, was organized in six blocks of contents: Historical Context; Current and resistance; Zero Resistivity and effect Meissner; superconductor x perfect conductor; theory BCS; 6) types of superconductors. The analysis of its data started from the specifics problems resolution proposed in each block and the results showed that the insertion of Superconductivity in the Secondary Level Education, by means of the Learning Process Based on Problems, enabled the Physics teaching contextualized and that allowed students to list the scientific knowledge with the daily life.