MNPEF - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32
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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 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 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 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 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 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 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 Ensino de eletrodinâmica por uma unidade didática baseada nas teorias histórico-cultural e desenvolvimental(2019-12-20) Oliveira, Wilson Campos; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Ferreira, Marcello; http://lattes.cnpq.br/3108824986425884; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302A didactic unit was elaborated as a proposal for teaching concepts related to Electrodynamics, thus starting the studies of Physics. The approach of the theme made by this teaching unit is based on the concepts of electric current, potential difference, resistors and Ohm laws, making use and debating the various teaching strategies, such as texts of scientific dissemination, experimentation, teamwork and etc. Seeking to answer the question: How can the implementation of a didactic unit, with different methodological approaches, such as team work, reading of scientific texts and investigative experiments, contribute to the debate and learning of content concepts related to Electrodynamics? As a theoretical framework, Davydov's theory of developmental teaching and Vigotsky's theory of cultural historical learning were used for all activities. The way it was decided to deal with the problem was to provide circumstances that are far beyond the mere act of memorizing the content charged in university entrance exams, turning students into active subjects, or rather protagonists before the activities proposed to them. Activities were carried out whose performance evidenced the research procedures and the way science is developed, contextualized socio-economically and culturally, so that it was possible for students to appropriate the procedures they used to create the numerous physical theories, in order to understand the same way as science is done. The activities were developed in a total of eight fifty-minute classes, with students from the second grade of high school. In order to make it possible for teachers to understand how each activity was done by students, an analysis of all material produced based on Bardin's Content Analysis method (1977) was performed. Directions are pointed through these analyzes, so that teachers who make use of this material have the possibility to improve their activities. Therefore, the educational product will be made available to teachers who show interest in knowing or making use of this material.Item Física sensorial: uma proposta para o ensino de termologia a videntes e deficientes visuais(2019-12-13) Gonçalves, Camilo José Gonzaga; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035Physics in high school is, by many, rated as difficult subject and this arouses in some students an aversion to discipline. The difficulty in understanding may be due to the lack of mastery of content and thus of mathematical formalism. These factors are even greater if we consider the teaching of the visually impaired, due to the lack of reference in the context of contextualization and application in daily life. The teaching proposal present in this work aims at a conceptual approach of High School Thermology with low cost tactile 3D educational resources (mockups) that can compensate for blind or low vision students' lack of vision (if there are any in the classroom) but which can be used without any limitation for regular students. For through them it is possible to demonstrate molecular interactions present in images in textbooks in a manageable and interactive way. The materials were used with blind people and seers on different occasions, the qualitative and quantitative results after their application point to good performance and utilization, and thus become relevant for the construction of knowledge when used as support for common teaching materials.Item Uma proposta de um material potencialmente significativo para o estudo de física do primeiro ano do ensino técnico para os cursos de mecatrônica, eletrônica. Eletrotécnica e áreas afins(2019-12-19) Oliveira, José Francisco; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Batista, Michel Corci; http://lattes.cnpq.br/4568162557688883; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035The dissertation presents the report of an instructional material MI, applied to the students of the 1st year of Technical High School. The topics presented here, vectors, gravitational field, electric field and electric potential, are collected in the textbooks analyzed, adopted by the National Book and Teaching Material Program (PNLD 2015). However, for the student of Technical Education, some subjects such as Electric Field and Electrical Potential are necessary already in the first year of the course and these same subjects are charged in the PNLD books, only in the third year. In order to assist the work of the first year teachers of the technical courses, this MI was prepared, but inserting the concepts of electric field and electric potential at the beginning of the course and not only of the third year. This material was elaborated based on the theoretical aspects of Ausubel's Significant Learning Theory.