MNPEF - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32
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Item Abordagem do efeito fotoelétrico no ensino médio: uma sequência didática como estratégia(2023-08-04) Pinheiro, Ariane Gonçalves; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601; Borges , Denilson da Silva; http://lattes.cnpq.br/7149037835888302Faced with so many available technologies, the discovery of the Photoelectric Effect has its importance for a better understanding of the nature of light, its application made possible better living conditions in society. All in all, this work aimed to approach the theme Photoelectric Effect in the classroom, through a Didactic Sequence as a learning strategy, for high school students, from the perspective of David Ausubel's theory of meaningful learning, so that the student to leave the idea of common sense, and arrive at scientific knowledge. The methodology to be used will be an experience report, that is, a qualitative approach and later theoretically grounded.Item Abordagem do fenômeno da supercondutividade na educação básica(2022-10-04) Silva, Daniel Gomes da; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Souza, Maud Rejane de Castro e; http://lattes.cnpq.br/8966791891574956The present dissertation consists of the creation and proposal of using an educational product in the form of a comic book - HQ to help Physics teachers in the introduction of the concepts of superconductivity with high school students. The aforementioned HQ is our authorship consisting of an e-book entitled “Learning about superconductivity with Nando”. It portrays the learning of Fernando, a high school student, regarding the phenomenon of superconductivity and the support of his Physics teachers in helping him along this path. The plot was all built from the Pixton online software. We emphasize that this educational product can be used as an auxiliary means for classes that deal with this subject, in addition to being an alternative way to deal with the subject given the high costs of an experimental approach. The educational product was submitted to a research whose focus can be characterized by qualitative, exploratory and descriptive. The possibilities of learning the theme from the interaction with the proposed e-book were examined. It should be noted that this educational product was applied in times of the COVID-19 pandemic remotely with synchronous and asynchronous activities. The data results were analyzed and discussed in this dissertation. The conclusion is that the learning of the phenomenon of superconductivity can be mediated by the use of comic books.Item Uma abordagem do sistema caótico em circuitos elétricos usando simulação no ensino médio(2020-02-17) Marinho, Lucas Linhares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Rubens; http://lattes.cnpq.br/7758874670659474The present work highlights the study on the approach of the chaotic system involved in non-linear electrical circuits in didactic activities in the teaching of Physics, in High School, through online simulations of the applet type. The objective of this research was to apply a non-linear system to the circuits and their related equations to then analyze and verify their behavior, a subject that is part of the 2nd part of Physics 03 in High School and which are studied in the 3rd year in Electricity, in a more dynamic, profitable, contextualized way and with the aid of an online simulator, free of charge and open access. It is worth mentioning that an important detail in this work was to insert the content of the chaotic system, a subject that is not even seen in undergraduate courses. This is the differential of the work, incorporating content that is not inserted in the curriculum of High School, but the intention here is only to contextualize it within the electrical circuits and show the importance of it using simulations to better understand them. The simulations were approached by a simulator called Falstad that served as a resource used as a strategy to mediate the teaching of electrical circuits involving chaotic system and make learning more effective and active through graphics and mathematical modeling from the virtual simulator. The activities proposed in this research were based on the constructivist theory of Jerome Bruner that takes into account teaching by discovery and the proposal for a curriculum in a spiral format, in which the content is proposed in a superficial and in-depth way according to the student's learning. As a tool for data collection, a questionnaire was used as a diagnosis on the subject at hand, a pre-test to measure knowledge about the issues involved, a list of activities based on the outline of the class and a post-test as an evaluation. It can be seen that from the proposed methodology taught in schools, it was obtained from the students' view that it shortened doubts and was a potentially significant methodology and using the simulations, experiment and the physical concepts already clarified, and thus, approached theoretical and scientific knowledge of Physics with the student's reality, favored their learning, connections between problem situations presented in virtual simulations and physical contents were obtained through interaction and direct contact, aroused the pleasure of learning and activities, and had an innovative character, making Physics classes more profitable.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 Abordagem teórica e experimental para aplicação da luz como onda ou como partícula nas aulas de física 3 no ensino médio(2023-03-24) Tavares, Paulo; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Paulo Louzada Castro de; http://lattes.cnpq.br/6162675679046553; Guerreiro, Haroldo de Almeida; http://lattes.cnpq.br/1014103626919593This dissertation work contains theoretical and experimental approaches on the behavior of light as a wave or as a particle. The development and application took place at Our Lady Rosary School in person, year 2022 in the month of March, during the times of post-COVID19 pandemic. Despite the difficulties regarding the release of classrooms, due to the pandemic outbreaks, it was possible to successfully complete the project in a class of the 3rd year of high school with only 25 students. Also, for this reason, some extensions and adjustments have been made in the course of product development and application, as since the beginning of the COVID-19 pandemic, schools have been affected in various ways. Overall, the pandemic has had a significant impact on schools, thus making it difficult to apply this work that has as implementation the application of a workshop as an educational product, where students set up an electronic circuit. For these reasons we will have, in the images and in the links of the videos during the application of this work, students and teachers wearing masks for the possible prevention against the virus. With all this care it was possible to apply the activities successfully in the post-pandemic moments following the hygiene protocols. In this work, to approach light as a wave or as a particle, two experimental proposals were constructed in which they were divided into two moments during the application: in the first we built an automatic door in which we will use a sensor that emits and receives infrared waves where it was activated using a code embedded in the Arduin. The other experimental proposal is a workshop where an electronic circuit was assembled, in which it will address the application of the photoelectric effect, and in this circuit we have as main focus the electronic component LDR1, because it is in it that the photoelectric effect occurs. With these two approaches the teacher will be able to explain and apply in an experimental way in the classroom in his physics classes of the 3rd year of high school in the context of the behavior of light as a wave or as a corpuscle. In addition, the use of information technologies gives us necessary tools for teaching physics such as simulators and digital platforms such as the Arduino. The use of simulators, Phet1 for example, are seen more often in the classroom in order to make classes more motivating and participatory. In addition to the demonstrations, this project also aims to understand and apply physics in everyday life and the use and manipulation of electronic components, such as capacitors, resistors, diodes and among others. According to protocols, even in the post-pandemic moment, all components have been sterilized to prevent COVID-19 infections. These applications and adaptations in the methodology together with the tools that this work has, are based on the theory of significant learning of David Ausubel where we associate the practical application with the insertion of digital technologies. The tests and sequential approaches in this work were efficient and feasible, and may be an option for the teaching of modern physics regarding the behavior of light as a wave or as a particle.Item Aplicação de ferramentas CAE/CAD e INVENTOR versão estudantil como demonstração didática no ensino da aplicação das forças nos planos horizontal e vertical para a primeira série do ensino médio.(2022-03-25) Gil, Heleyne Karen Lima; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Romaguera-Barcelay, Yonny; http://lattes.cnpq.br/9096605728388135; Rivera , Jose Anglada; http://lattes.cnpq.br/5724564590431920; Ribeiro, Fábio Gomes; http://lattes.cnpq.br/8336413575389063The study of forces in physics is on several occasions, an obstacle for high-school students, for many of them cannot visualize its practical applicability and in everyday situations. The study of this area of dynamics is crucial not only for students who have proficiency in the exact sciences or more specifically for those who intend to go into Engineering, since these concepts always permeate our whole life. This discussion raises guiding questions such as “How to increase the ability of freshmen high-school students to understand the application of forces?”, “What can be done to demonstrate in a more comprehensive way its practical applicability to everyday life?”, "What methodology should one use to teach these students how to use computational tools for this end?" and "Despite the recognized difficulties and with the arrival of the pandemic, how can we implement these tools in hybrid and regular education?". To answer these questions, this work aims to demonstrate to students the application of forces in the three-dimensional plane using CAE / CAD tools (Computer Aided Engineering and Computer Aided Design), besides the AUTODESK – INVENTOR. All presented tools are student version, which enhances their comprehension skills over this area of Dynamics. The tools will also motivate the students to demonstrate the application and importance in everyday life as well as comparing them to conventional theoretical methodology. The aim of this work is to use this study mechanism as a tool of regular and hybrid teaching, complementary to freshmen year classes. The educational byproduct will be intended to demonstrate how to use the tools to assist teachers by applying the method in the classroom.Item Arduino: uma alternativa para aulas experimentais de física, auxiliada pelo ensino hibrido(2020-09-06) Andrade Filho, Josias Amaral de; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Nascimento, Denise Andrade do; http://lattes.cnpq.br/3111593924862886Teaching physics in high school using a blackboard and a brush, the traditional way, has demotivated some students, in order to create alternatives such that students have greater interests in the discipline, we propose in this work the use of hybrid education, which combines o ine teaching and online teaching, in its laboratory rotation model. In this model, students go through all educational stations, carrying out the proposed activities. We made use of the educational spaces available at the school, which are: the science lab, the computer lab, and a virtual learning environment, Google Classroom as a tool for the student's technological inclusion. Circuit simulation software, tinkecard, fritzing for its construction and Arduino were also used. With the application of these tools, students are given the possibility to build virtual and physically proposed circuits. Two experiments were carried out, one to determine the speci c heat of aluminum, using the temperature sensors LM35 and Ds18b20, and the other to measure the voltages and resistances in real time of an LDR sensor together with an animation created by the students themselves in Hackeduca platform. To obtain the results, Newton's cooling laws and Ohm's law were applied to obtain their values, and their results were then compared with those of existing literature and some re ections were made. As a nal product, we developed a Didactic Sequence, containing all the stages of the work application. This work was applied in a high school in the area of the city of Manaus, with the participation of twenty students from the third year of high school. Upon completing this work, we veri ed a greater interaction of students and their interest.Item A “borracha quântica” aplicada como atividade experimental no ensino da física quântica para alunos do ensino médio(2021-03-19) Monteiro Junior, Francisco Miranda; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Oliveira, Letícia Maria de; http://lattes.cnpq.br/9272870213276367; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897This work presents an experience report on the application of a didactic sequence for teaching quantum physics to students high school students who have already studied optics, wave and electricity. As a form of support for the teaching sequence, an experimental activity was developed called “quantum rubber”. This teaching sequence was developed with the aim of adding more knowledge regarding the teaching of quantum mechanics, which in itself is difficult to understand and difficult to access. So the intention is to find support to teach something that can illustrate some effects, taking into account the impossibility of something concrete. The support found is based on a teaching sequence that consists of seven stages (classes) where in these stages the knowledge construction process is divided into three actions: 1) The presentation of the problem situation to the student and the objectives that we must achieve; 2) The presentation of the objects that will be part of the assembly of the prototype; 3) The setting up of the experimental activity: the “quantum rubber”. We also used two assessments in order to analyze the students' previous knowledge and the knowledge acquired at the end of the entire teaching and learning process. The results of this work made it possible to improve the didactic sequence developed, which is presented in the Appendix as an educational product to assist high school physics teachers in approaching the concept of quantum mechanics for their students.Item Cinemática relativística: construção de uma UEPS para o novo ensino médio por um olhar histórico e com o uso de simuladores(2024-10-22) Castro, Emerson Bruno Oliveira; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Mota, Deniz dos Santos; http://lattes.cnpq.br/3632354915141735; Silva , Márcio Gomes da; http://lattes.cnpq.br/2363782297790054The dissertation investigates the teaching of Relativistic Kinematics in high school, highlighting its historical importance and current relevance, particularly in the context of the New High School Curriculum and the BNCC. The study emphasizes the use of interactive simulations and teaching methods such as Peer Instruction and Formative Assessment to facilitate the understanding of complex concepts like time dilation and length contraction. Vygotsky's theory, which values social interaction and cultural mediation, and Ausubel's theory of meaningful learning, which prioritizes integrating new knowledge with existing concepts, underpin the methodology. The dissertation explores the use of continuous assessments and feedback to adapt teaching to students' individual needs, promoting critical and meaningful learning in the study of Special Relativity and integrating Modern Physics content.Item Conceitos básicos da física dos semicondutores apoiado no uso de software e experimento de baixo custo(2019-06-14) Reis, Luana Tavares; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Gomes, Erica Cupertino; http://lattes.cnpq.br/6231268526492864This work aims to insert Semiconductor Physics in the scope of High School (EM). From an educational perspective, the introduction of topics on Modern and Contemporary Physics (FMC) allows the student to perceive that what is studied in the classroom explains the technology contained in his computer, his cell phone, residential alarm systems and others, which shows the transcendence from themes discussed in school to its own experience. Fromthis perspective, the general objective of our research is: to explore the technological development linked to Semiconductor Physics and Electricity, realizing its applicability in the modern world, promoting a student-teacher interaction, research, discussions and group work, based on the theoretical development of significant learningfrom David Ausubel, and therefore improving knowledge and skills in problem solving. Data survey and research applications were performed in a public school in Manaus - AM, located in the North Zone. The application of the educational product followed the steps of a didactic sequence, with the central theme Semiconductor Physics, in which the constructed physical concepts were analyzed with physical and online applications using scratch platform, ending with circuit set up. Student‟s performance analysis was done in parts, class by class, with the intuit of measure positive results on the best way, and at the end of the process the students were able to realize that the contextualization of the themes has great influence on the learning process.From a general point of view, the results obtained were satisfactory, considering the commitment inactivities performed both in classroom or computer and science laboratories, and student‟s evolution in each applied test that was observed mostly as improvement in the written arguments.Item Conceitos de cinemática apoiados na metodologia PEER instruction para alunos de EJA(2019-08-13) Ramalho, Ronildo de Andrade; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Pacobahyba, Luiz Henrique; http://lattes.cnpq.br/8694960488322263; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284Today, professionals in the field of education are increasingly challenged in science education, especially in physics education at all levels, fundamental, middle and higher levels. There are great challenges to overcome so that the quality of teaching at these levels is achieved. The teaching of physics in youth and adult education (EJA) proposes an even greater setback than regular education, since the classes have very different age groups, have students who do not enter a classroom for more than 20 years and many other situations that tend to stifle teaching in the EJA. Due to this diversity both in the students' age range and in their professional and life experiences, we chose to develop a method of applying the concepts of kinematics which privileged the student as an active figure within learning. For a more conceptual approach than mathematics, we use the Peer Instruction (PI) methodology of Professor Eric Mazur of Harvard University, which works mainly with conceptual tests and interaction between groups or pairs of students. The application of this methodology will help the development of reading activities that aim to collaborate to understand the concepts that will be approached in conceptual tests. It is expected that when applying this methodology, the student of EJA will be able to understand the most fundamental concepts of kinematics and to operationalize them mathematically. This methodological application will be developed in two first-year high school classes of the EJA and the results will be compared to a first-year high school class of the same modality in which there will be no type of interactive engagement, IE, will not be applied to methodology. The results should be evaluated from the Hake normalized gains study. In addition, we will use other literature at the national level to make comparisons and verify the effectiveness of the application of this methodology in Brazil.Item A construção de uma UEPS para o ensino do efeito DOPPLER relativístico com elementos contextuais da cosmologia(2023-12-11) Barbosa, Verônica Tavares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143; Santos, José Jamilton Rodrigues dos; http://lattes.cnpq.br/5465012466654473; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This dissertation discusses the results of the construction and implementation of a Potentially Significant Teaching Unit based on David Ausubel’s Theory of Meaningful Learning. Its intention is to classify itself as potentially significant material for teaching the relativistic Doppler effect with contextual elements of Cosmology to third-year high school students. Thinking about the problems inherent in the didactic transposition of this theme to basic education, we sought to investigate which pedagogical strategies could help students in the construction of meaningful learning. To this end, the UEPS was organized in accordance with the sequence of steps established by Moreira (2011), and incorporated into its structure are digital educational objects and the active Peer Instruction methodology. It is noteworthy that these strategies present themselves as alternatives to streamline expository classes and encourage active and collaborative participation by students. Regarding the characterization of the research, it is bibliographic in nature, with a qualitative and quantitative approach, and its objectives are exploratory-descriptive in nature. The UEPS results were analyzed in light of Bloom’s revised Taxonomy, revealing encouraging signs of acquisition, assimilation and construction of meaningful learningItem Construção de uma unidade de ensino potencialmente significativa (UEPS) para o estudo das transformações gasosas no novo ensino médio(2024-12-06) Lima, Diego Alvino; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Guilherme, Adriano Pereira; http://lattes.cnpq.br/9119402956173089; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302The purpose of this work is to build a potentially significant teaching unit (UEPS), through a didactic sequence for teaching gaseous transformations, aimed at basic education students in the public network of the state of Amazonas, included in the life project discipline. of the new high school. The aim is to identify evidence of meaningful and critical learning. From this perspective, problematizing how Physics has been taught in Basic Education to the detriment of everyday practical relationships, the question arises: can these relationships really be inserted and experienced in schools with the aim of obtaining potentially significant learning? What are the difficulties encountered by Basic Education teachers in bringing day-to-day practices into the classroom? How can using a pressure cooker contribute to teaching Physics? With the purpose of adding the school routine to the historical, social and economic daily life, in which we are inserted today, schools, as proposed by the new National Curricular Guidelines for Basic Education and the Law of Guidelines and Bases of National Education – Law 9,394 /96 – aim to prepare students for the world of work, science and technology. Therefore, we use the pressure cooker, inserted in a didactic sequence, contributing to a problem situation, as it is a fascinating example of how physical principles can be applied in a practical and innovative way in cooking. Its role in accelerating the cooking process, saving energy and preserving food nutrients makes it a valuable tool in the contemporary kitchen. However, it is crucial to understand the underlying physical principles and follow recommended safety practices to fully enjoy the benefits of the pressure cooker. In this way, we worked with proposals for collaborative activities to resolve problem situations, as well as appropriating the theoretical framework of Ausubel's Theory of Meaningful Learning articulated with Moreira's critical meaningful learning.Item Contextualização da quantidade de movimento através de oficinas pedagógicas(2021-09-17) Carvalho, Priscila Tibúrcio de; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Araújo, Ijanilio Gabriel de; http://lattes.cnpq.br/5720717332159949; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This dissertation was developed with the objective of contextualizing the theme of movement through pedagogical workshops (using experimental activities), elaborating and proposing a sequence of practical activities that enable the student's active participation in the teaching and learning process. The didactic strategy used aims to collect data through questionnaires, experimental activities and the interaction of students with the teacher who helps in the construction of knowledge. The practices carried out during the pedagogical workshop have a qualitative approach based on Ausubel's Theory of Meaningful Learning that allows observing the students' way of thinking and a quantitative approach using numerical data, relying on objective indices for the formation and construction of knowledge.Item Contribuições pedagógicas no ensino de calorimetria e transferência de calor(2020-10-27) Cerdeira, Débora Silva; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Pacobahyba, Josefa Teixeira Mendonça; http://lattes.cnpq.br/0521315770932665; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035The present work aims to build and evaluate a pedagogical proposal for the Teaching of Physics, which in turn, is based on the development of a didactic sequence for teaching-learning in the study by prior diagnosis of the student's reality. The research under development takes place with 62 high school students of the 2nd grade, in a public school located in the Compensa neighborhood, west of the city of Manaus-AM, with the content of Calorimetry and heat transfer. The role of the teacher is of paramount importance in the education of the student. Motivating you to produce tools necessary for your scientific development. Encourage them to apply knowledge through project activities using new tools. The methodology used is qualitative, this work describes the elaboration and application of Potentially Significant Teaching Units (UEPS), in which it makes possible to create proposals that can contribute to methodologically guide the teacher of basic education, in the conception of Marco Antônio Moreira for the UEPS, which is conducted from the first teacher-student contact, obtaining the characterization of the room and the people who are in it. During the research, the students have guidelines, as support from the teacher to progress the activities. At the end, the purpose of the didactic sequence that aims to apply the didactic sequences, which were to verify the applicability in relation to the available time (of the Physics classes of the year), verification of evidence of conceptual evolution in the students, potential to promote the readiness to learn and the acceptance of the didactic sequence. These aspects were evaluated during the application of the didactic sequence. Starting from the research problem that clarifies the real understanding of the thermal equilibrium process seen microscopically. The results allow us to infer that there was productivity, with about 95% approval for new sequential classes. And the rate of correct answers regarding the test is quite significant, with well-designed conceptual responses. As a result of this work, the educational product originated, which classifies four didactic sequences organized and based on the philosophy of epistemological diagrams, all aimed at understanding the microscopic process of agitating particles, through thermal equilibrium.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 Descobrindo conceitos cinemáticos e dinâmicos através da interatividade e da leitura: uma prática investigativa em física(2019-08-12) Santos Júnior, Marcelo dos; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Marcio Gomes da; http://lattes.cnpq.br/2363782297790054; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035The teaching of physics centered on the memorization of formulas and repetitive exercises has washed away the predominance of a didactic-pedagogical procedure that left the research scope of this science in a secondary or even non-existent character. And, faced with new educational requirements with an emphasis on skills and competency development, the memory focus on physics has become inefficient. In order to follow an investigative approach, it was decided to elaborate a didactic sequence in Jorde's investigative perspective to two classes of the 1st year of high school. In order to contemplate this educational itinerary, didactic practice was divided into seven stages anchored in real, virtual experiments and in reading through problem situations. With interactivity and collective discussion contemplating such stages, Lev Vygotsky's theory of learning was used as theoretical support. As educational practice also used previous knowledge and organizers to achieve the objectives of the research, the theory of David Ausubel was also used in an integrated way. The last part of the methodology basically consisted of contemplating the final objective of the didactic product, which basically consisted in the individual construction of a conceptual map interconnecting kinematic and dynamic concepts through the relation between Newton's first two laws and the causes of accelerated and / or rectilinear. Through qualitative and quantitative data it was possible to perceive to extract evidence of significant learning from the student body, both during and after the research. The results analyzed separately from each class, as well as the comparative results, showed an indicative of effective learning of kinematic and dynamic concepts.Item Do princípio de conservação de energia mecânica: uma proposta de ensino da física no ensino médio(2019-08-09) Hermida, Raimundo Fredson Maciel; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Santos, Bianca Martins; http://lattes.cnpq.br/4579645373015515; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034This paper is part of an investigation of how the obstacles to learning are overcome by the concept of Conservation of Mechanical Energy, organized through the support of Classical and contemporary authors that deal with learning, knowledge construction, didactic transposition. and the formation of the scientific spirit such as: Barchelard, Chavellard, PCN's, BNCC, Gabriel Dias, Lucia Helena among others, we seek to analyze and demonstrate the process of teaching - learning of a concept, in the context of regular school education, from the analysis of data extracted from SADEAM (Educational Performance Evaluation System of Amazonas) in 2012 and 2015 that pointed to a learning deficit of the chosen concept. After applying a questionnaire that updated and confirmed the permanence of the difficulty, a schedule of activities was elaborated considering the pedagogical assumptions that allow us to produce a supporting text linked to a didactic sequence with which it was possible to notice substantial progress in the acquisition and verbalization of the contents. addressed in this, as an alternative proposal for the teacher and student who may have interest in this.Item 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.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.