MNPEF - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32
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Item Integração entre atividades computacionais e experimentais como estratégia pedagógica no estudo de circuitos elétricos no ensino médio(2015-11-19) Maia, Glauco Denes Galvão; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Martins, Débora Coimbra; http://lattes.cnpq.br/1842712024021897; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302This research aims to investigate how the realization of computational and experimental activities contribute to the development of the learning process. The proposal is to work with activities that can show that it is possible to learn electrical circuits using the integration of Multisim software with experimental practices. The work is based on the Theory of Conceptual Fields, established by Gérard Vergnaud, as a theoretical framework, because it is a theory that best presents elements for analysis of the subjectin-action, the focus of our investigation. For this author, knowledge is organized into conceptual fields whose domain on the part of the learner, is happening over a long period of time, through experience, maturity and learning (MOREIRA, 2002). It is planned and applied an educational sequence, educational product, targeted to meet the characteristics of this research. The application of the sequence took place in a state school in the city of Manaus - AM, with a 3rd year high school class. The content of electrical circuits was worked using Multisim software, considered free, concomitant to the experimental practice in order to make them mutually. In all activities, instruments of data collection were used such as: responses and subjective reports of the students in the scripts of computational and experimental activities; in pre-test and post-test; in the evaluation questionnaires of teaching tools and in the evaluation questionnaire of pedagogical practice. The results show that the proposed integration between activities using Multisim and the experimental practices can provide students a better insight into the epistemological theoretical models in physics, promoting interactivity and their engagement in their own learning, transforming the classroom into an enabling environment for learning.Item Um ensino de eletrostática planejado construtivamente para o 9º ano(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463The current situation of the Brazilian science education is not good, given that whenever a story is conveyed in educational journals such as the Journal School (2014) faced with a distant reality of the reality of some countries in view our performance in the final round of PISA (2006) verified that the discipline of natural sciences. Generally the teaching of natural sciences is confused with teaching just biology, and forgotten the areas of astronomy, physics and chemistry, as we find ourselves PCNEF (2012). In this work we rescued a teaching and learning theory that revolutionized the American education in the 60 Teaching by discovering Jerome Bruner and his proposal of a curriculum spiral format, where each content is proposed superficially and deeper according to the student learning, we will seek that the student becomes the center of each classroom and that exists in each class not only spectators, but builders of knowledge through teaching by discovery. The SOLO taxonomy (Structure Of The Observed Learning Outcome) provide in each class a constructive alignment between the expected learning outcomes, the method and the resources used for teaching and verification of what has been learned through short quizzes, having a reinforcement of content throughout the process of teaching and learning. When in the classroom we apply grounded in the SOLO taxonomy scripts that will be divided into 50-minute lessons presented to students the principles of electrification and the electrification processes: friction, contact and induction. Each activity will be developed individually or in motivating staff always seeking the student build their own knowledge having with guiding the teacher in the classroom. However it is essential that the reader does not understand this project as savior of physical education for elementary schools, as there are some research in this educational line, of course not on the constructive planning, for example, (Terrimar Ignacio Pasqualetto, 2011), as well other methods can be used, but it is clear that the constructive alignment and teaching by discovery are very good teaching strategies when applied in physics teaching.Item 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/9340150562756599Nowadays, 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 programsItem O uso do programa scratch na abordagem dos conceitos iniciais de cinemática para alunos do 1º ano do ensino médio(2016-02-05) Farias, Fabrício de Oliveira; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei de Souza; Perez, Silvana; http://lattes.cnpq.br/3585326481456738In this work we present a study on the use of animations in teaching activities in physical education, referring to the initial concepts of kinematics. The objective of this research is to apply the initial concepts of kinematics that is studied in the 1st year of high school more dynamic, contextualized and with the help of a software, but with the participation of students in order to make the enhanced learning. Scratch program will feature the technology (software) used to mediate the teaching of initial concepts of kinematics and become the most promising learning. The activities proposed in this study are based on the constructivist theory of Jerome Bruner which considers education for discovery and a proposed curriculum spiral format in which the content is proposed for surface and in-depth manner according to student learning. The participants were twelve students in a class of 1st year of high school of electrical engineering course in reliance belonging to the Federal Institute of Amazonas, Manaus-center campus. The instruments of data collection of this research were a pretest, two lists of exercises as the class script, a post test and two educational-methodological questionnaires. The conclusions derived from the vision of the students point out that the study of the initial concepts of kinematics, using animations and predefined physical concepts: (i) approached the theoretical knowledge of physics with everyday life, promoting learning, (ii) provided connections between the problem situations presented in the animations and physical content through interactivity, (iii) They aroused the pleasure of learning, and (iv) had innovative character, making interesting physics classes and different traditional classes. It is noteworthy that the vast majority of students considered useful lessons from this approach, and that the conceptual difficulties decreased intensely.Item Sequência didática sobre os conceitos e fenômenos físicos relacionados com os eventos atmosféricos e meteorológicos para o ensino de física no 2º ano do ensino médio do município de Tefé(2016-02-15) Bacelar, Reginaldo José Gonçalves; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Perez, Silvana; http://lattes.cnpq.br/3585326481456738; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599This paper proposes a teaching tool, based on the construction of a Rain Gauge from alternative materials, in order to facilitate meaningful learning, allowing high school students to understand the concepts and physical phenomena and their relationship to the main phenomena atmospheric and weather with the problem of how to contextualize the process of teaching learning of the main meteorological phenomena in the thematic area of the curriculum component of Physics Heat and Temperature, as the rain and its cycles, pressure, volume, maximum and minimum temperature, relative humidity donate. The product of this work is the development of a didactic sequence composed of teaching strategies as viewing videos, scientific texts, reading popular science articles and reconstruction of two physics experiments for data collection by students and discussion in group mode the physics teachers that teach the sophomore high school students can use in the classroom, in relation to the thematic area temperature and heat so that they can make the content from the previous knowledge of students and their importance in the region where they live. The methodological approach was guided by the theory of meaningful learning or assimilative of David Ausubel and the proposal is in line with the curriculum reform, established by the National Curriculum Guidelines for Secondary Education (PCNEM), suggesting a focused teaching to train entered citizens in society. We also highlight that were essential for the development of the didactic sequence: the application of investigative questionnaires for students and teacher classroom holder in which we identify the prior knowledge of the main atmospheric phenomena that enabled us to verify the conceptual changes of students in relation to the axis theme mentioned above.Item Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692This work produced a planning guide for learning the uniform circular motion from the inverted classroom model (flipped classroom). The study was conducted at the Instituto Federal de Educação, Ciência e Tecnologia (IFAM) - Campus Manaus Zona Leste with a group of first year of the integrated technical education with the average. The experience of the class with the uniform rectilinear movement classes and uniformly varied rectilinear motion by the traditional method of teaching physics was important for the application of this research. Thus, the uniform circular motion of the flipped classroom teaching through the structure that broke with the students knew. To apply this method with students used the proposal developed in the e-book of spanish teacheres: Alicia Diez, Javier Tourón and Raúl Santiago. The educational product of this work is the result of the account of my experience with the flipped classroom. In the first part of the educational product, will be fully explained to the teacher working with educational technology tool EDpuzzle and guide their students in the use of it. In the second part, the most important, the teacher will have a lesson plan together scripts for the activities in the classroom. The development of the educational product was made in the light of Bloom's Taxonomy, which guided the definition of learning objectives and also helped to choose which the most appropriate technological tools to achieve these goals. The final comments of feedback show the acceptance of the flipped classroom unanimously by all students and proves the failure of the traditional education system.Item O funcionamento básico de uma usina hidrelétrica, baseado na abordagem CTS, como intervenção ao ensino de física na EJA(2016-08-03) Carneiro, Ulisses dos Santos; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Araújo, Ijanílio Gabriel; http://lattes.cnpq.br/5720717332159949The teaching of the curricula of disciplines in schools has been discussed for a long time. The agenda of this uproar has been several, among which we highlight one: the teaching of the contents include the necessary knowledge for the formation of the individual? In this context, I do not like thinking that teaching is not somehow contextualized to the daily lives of students especially when the type of education has specific characteristics that limit the approach to content, like in the Youth and Adult Education (YAE) where the time is very short, which ends up leading the teacher to have to select some of the contents. This study aims to present an account of the application of an Educational Product (EP) produced specifically for physics teaching in adult education at secondary level. The idea is that this report will serve as an analysis parameter, to check if the methodology and the actions employed in the application have satisfactory results for a more meaningful learning, as well as the product itself can be considered a favorable teaching resource for the physics learning, so that in the future, after the necessary corrections, might be used as teaching material in schools that work with the YAE. The educational product addresses the basic operation of a hydroelectric plant and has as main phenomenon to be investigated, the electromagnetic induction. Other auxiliary materials were also used in our teaching practice. Nevertheless, we find in the STS movement, which stands for Science, Technology and Society, and the Paulo Freire's ideas, theoretical support for our educational intervention.Item Máquinas térmicas: uma proposta para o ensino das leis da termodinâmica para o ensino médio(2016-08-04) Saraiva, Raysa Zurra; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Barroso, Marta Feijó; http://lattes.cnpq.br/8979560510386706; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972This thesis describes a didactic proposal used to aid teacher and students in the construction of concepts necessary for understanding the Thermodynamic laws, such as pressure, volume, heat, work and temperature. For its development was first carried out an analysis of textbooks present in PNLD-2012 using elements of Chevallard’s didactic transposition, and as a theoretical basis for the creation and organization of all activities employ socio-historical theory of Vygotsky. These procedures consisted in investigative activities, experimental and traditional, like the resolution of exercises. The generated products consist of a guide for the teacher, in which he will find not only the activities of didactic sequence that we propose for learning these laws, but also suggestions on how to organize the dynamics in the classroom and how to proceed as mediator for conducting such activities. In addition, is presented an Stirling engine, made with reusable materials, used in construction of the P-V diagram of the Stirling cycle.Item Uma abordagem sobre física das partículas para alunos do ensino médio(2016-08-10) Silva, Hudson Batista da; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Leandro Londero da; http://lattes.cnpq.br/5095548579111329This work is motivated by reflections on the introduction of Modern and Contemporary Physics in high school, because the physics teaching in this educational level has not adequately subsidized discussions about the technological advancements in the last two decades, against the recommendations of the National Curriculum Guidelines for Secondary Education. In this way, we believe that the lack of inclusion of more current issues in the teaching of Physics has caused a departure from the student to understand the world they live in. This world surrounded by technology and information, students hear about on topics such as black holes and the Big Bang on television, internet or in science fiction movies, but rarely in Physics class. The dissertative report still make explicit clements of the theory of Vygotsky, since our work suggests that the teacher is the element that will foster the process of teaching and learning and students an interactive and active subject in their knowledge-building process. The activities proposed here will inform we conduct the Standard Model as a theory that identifies the elementary particles and their interactions.Item 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/0822367858729601Physics 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.Item Ensino de física das radiações ionizantes: do senso comum ao conhecimento científico(2016-08-20) Pinheiro, Di Angelo Matos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Faria, Jorge Luiz Brito de; http://lattes.cnpq.br/2516125498547643; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642We lived with the radiation from various sources, both natural and artificial, and indeed life on Earth exists only because of it being a key aspect of our daily lives. Although most students have heard about radiation, a significant number do not know the subject, basic items such as their benefits, and the difference between ionizing and non-ionizing radiation. The vision of the student is the one generated by the media, stating that the radiation is harmful. Thus, this study aims to address the topic in the classroom, through a didactic sequence for students of vocational education in meaningful learning theory perspective of David Ausubel, so that takes the student out of the mediatic idea, common sense, and formulate scientific concepts. The work begins with a brief study of the meaningful learning and its key employees subsequently approach the teaching of physics of radiation - ionizing radiation immediately will relate the physics of radiation with the meaningful learning of Ausubel. Finally we present the teaching sequence presented to students of the Federal Institute of Amazonas - IFAM / Manaus Campus Center, and present the results.Item Minicursos temáticos como estratégia de sensibilização para a educação e segurança no trânsito: a física no trânsito(2016-12-15) Cabral, Fernanda Carolina Freitas; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Pacobahyba, Luiz Henrique; http://lattes.cnpq.br/8694960488322263The Thematic Short Courses project with an awareness strategy for physics teaching came from a recurring social problem and which impact is reflected in the daily lives of all of us, the traffic. This issue can be approached in the classroom through the awareness to the subject, for this reason, it is possible that such knowledge can incorporate its own meanings in Physics Teaching and it starts to make sense in the student's daily life. This study aimed to evaluate the role of Traffic Education and associate it to Physics Teaching so as to promote changes in behavior, even though it is a long-term change, of future drivers. Students from the second year of High School Education (Junior year) of a state educational institution in the city of Manaus participated in this survey. The theoretical framework adopted was the meaningful learning by David Ausubel, that provides guidance on the use and the benefit of student’s previous knowledge. This research describes the development of educational activities through the short courses of Physics, characterized as an educational product and it also reports a particular experience in the classroom in order to enable a more critical education regarding Newton's Laws, so that it can be reproduced and improved.Item 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/5724564590431920This 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.Item Uma introdução ao ensino da eletrodinâmica por meio de roteiros, para alunos do ensino fundamental II e a confecção do manual de auxílio(2017-08-15) Lopes, Rafael Ferreira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972The teaching of electrodynamics is often one of the greatest challenges for the physics teacher in basic education, because to make the elementary school student imagine the world in a macroscopic way - which ends up requiring even more of his reasoning - is infinitely more efficient than speaking microscopically. The teacher, therefore, can exemplify physical theories as a uniformly varied movement through macro magnitudes such as a working car, which will be easily understood, since the student already has in his mind subsumes that give clear and precise meanings, unlike when taught to it the movement of electric charges, put is not something that often present. In order to offer the student a way to demonstrate the theory of electrodynamics more clearly, it is proposed the construction of manuals developed through scripts that approach the subject through texts of historical composition, drawings, investigation and physical experiments able to demonstrate the phenomena, which will certainly help him to create subsuming for learning in a future activity. In addition, the handling of the aid manuals that were constructed will give the teacher the opportunity to use this resource to create subsumes in his students. On the other hand, the manuals, resulting from the scripts, are methodologically based on David Ausubel’s meaningful learning, for presenting a non-arbitrary cognitive construct, but for using an existing generalization in the cognitive structure, since all students since the first year of life have. Thus, while the students are putting “hand in the mass”, the proposed activities are represented according to the Soil Taxonomy of Jhon Bigss, allowing to classify them in levels of knowledgeItem 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 eletromagnetismo ensinado através da construção e aplicação de experimentos(2018-07-20) Silveira, Luiz Gustavo Teixeira da; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Silva, Denilson Borges da; http://lattes.cnpq.br/7149037835888302; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972A Vergnaud’s Theory of Conceptual Fields was used to evaluate cognitive development due to the application of experiments of low cost within the context of Eletromagnetism for studentes in the Third Grade of High School of the State School Sant'Ana. The experiments are designed and applied for the Van der Graf generator, with PET bottles and a representative model of a Hydrometer. It was still applied a computational simulation, gives platform PHET, for assembly of electrical circuits. In general, a technical and scientific linguage allied to or learned two basic concepts of eletromagnetism foi bem unfolded in the classes A and B, classes to which the experiments were applied. Another characteristic is that we have a good idea of how we apply our applied tests in the classroom. In the meantime, to class C, class to which it is applied or traditional method, it has to work in all aspects when compared to other turmas. This performance is revealed to numerous factors such as: lack of interest, difficulty in discipline, lack of mathematical and linguistic basis, and a contextualization of discipline not on a day-to-day basis. I do not point out the Theory of Conceptual Fields, or fact of the classes A e B have a good income and allied to or protagonism of student in the teaching-learning process, making the teacher were just a mediator of this process. Another analyze was related to the resolution of exercices, by the second Vergnaud, this practice and of great importance for the apprenticeship of the non-ensino of Mathematics and Physics. However, the class C, even with the resolution of numerous exercises solved, showed a below-expected yield when compair with another class. This should, mainly, to mechanization of solving exercises by having the student so that the student does not think about the physical and mathematical concepts involved but use the reminder that you have solved some other similar exercise. This fator is effective, I do not put of sight of "passing year " and college entrance exams, but, and ineffective when it comes to actually learning the physical concept in the matter.Item Os três momentos pedagógicos no ensino de associações de resistores(2018-08-19) Barreto, Eloy Oliveira; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Araújo, Ijanilio Gabriel de; http://lattes.cnpq.br/5720717332159949We propose, in this work, a didactic sequence which aims to insert the practices that stimulate students' desire to obtain new knowledge and practical and theoretical experiences related to the contents of electrical circuits. This content was chosen because it's something that is part of the daily life of the students and is often not perceived, or not recognized, as being a "school class". The main focus of the sequence presented in this work is to allow the student to develop knowledge about one of the main coadjuvants of their society, the electric circuits and, for students who already have previous knowledge about the content, to improve them so that they can appreciate the electrical equipment in the safest and most efficient way possible, aiming also the integration of the school experience with the daily life of the student, bringing the community closer to school life, since our students will be multipliers and social instigators about the practices related to safety in residential electrical installations . We will put into practice the “Education 4.0”, the “Learning by doing”. Each student will have the opportunity to express themselves, to solve the problems and situations presented according to his previous knowledge. All activities will be carried out according to the pace of each student, so that we can have a general understanding about the subject addressed. Although the work focuses on the study of electrical circuits, there will be total freedom for the exploration of additional contents by students, external or not to electrodynamics.Item O uso de sequências didáticas investigativas como proposta para o estudo do conceito de velocidade em uma escola pública de Manaus(2018-08-20) Souza, Everson Apolinário de; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; http://lattes.cnpq.br/0257829315186935; Adão Neto, Minos Martins; Hirsch, Luciana Rocha; http://lattes.cnpq.br/0257829315186935; Azevedo, José Roberto VianaThe development of alternative conceptions in the sense of scientific knowledge is a gradual and extensive evolution. The reason for this is that such ideas are harmonious, global, stubborn, and solid (PINTÓ, et al., 1996). Several researchers have emphasized the collaborations of the use of these activities for the conceptual development (AZEVEDO, 2006; CARVALHO, 2013; BORGES, 2002). A study was carried out on the collaborations of these activities for the development of the concept of speed. This study was carried out in the first semester of 2018 with students of the first year of High School who had already studied the content of kinematics. Most of them showed alternative conception, which proves that this way of knowing can occur even after formal education. Three activities were carried out that put the students in front of several events in order to generate cognitive conflict (CARVALHO, 1992). The students' written products were collected and analyzed using the content analysis as a guide (BARDIN, 1977). It was demonstrated that the investigative activities performed are an excellent option to the classic laboratory classes and presented potential in the promotion of the development of the alternative conceptions.Item Inserção dos conceitos da radiação do corpo negro no ensino médio através de uma sequência didática baseada em uma UEPS(2018-09-02) Sousa Filho, Alderico dos Santos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Arruda, Alberto Sebastião de; http://lattes.cnpq.br/7710288371318569; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463Item Métodos para ensino de óptica para alunos portadores de deficiência visual(2018-12-10) Oliveira, Antônia Cristina Campos Paz; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642"Methods for the teaching of optics for students with visual impairment", is a project that seeks to assist teachers in introducing introductory concepts to the teaching of vision, ranging from the anatomy of the eye, as well as its main functions to the through the crossing of the light beams. For this introduction, it is necessary to construct play experiments and adapted to low-cost students, but due to the large number of students included and low qualification in teacher training, this project proposes a social inclusion, and can be applied very easily in the classroom with all students included. Its development was based on the conceptual field theory of gerard vergnaud, who was a disciple of jean piaget and a great admirer of vygotsky's theories, and proposed a cognitive teaching-learning method in the area of complex competences related to science teaching, its main objective is to allow, through a framework, the understanding of the affiliations and ruptures between knowledge, in children and adolescents. The application took place at the state school joana rodrigues vieira, located at lourival munis street, 514, glória neighborhood, in the 4th year of elementary school i, with low vision students with visual remnants of 9 and 10 years of age . the project was instrumental in increasing students' knowledge about optics teaching, students performed a pre-test to identify the level of knowledge about the content addressed, the pre-test followed the format of questions and answers, where the teacher asked and the students answered in the braille machine, after this procedure the experiment was carried out and then the post-test, which had fundamental importance to filter the student's level of learning, showing their cognitive development and the role of the student as protagonist in the teaching - learning process.