MNPEF - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32
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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.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 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 Sequência didática baseada na energia solar fotovoltaica como auxílio ao ensino de física no 3º ano do ensino médio(2019-12-20) Cruz, Alê de Souza; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Silva, Ronaldo Santos Da; http://lattes.cnpq.br/4548331237405072; Ruiz, Yurimiler Leyet; http://lattes.cnpq.br/4485596227952529; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463A current problem for the teacher working in science is the lack of motivation of students facing current teaching methods, where many schools, even in very traditional schools have been changing their approaches with practical classes, construction of laboratories both science as of robotics. These changes can be noticed with greater intensity in private schools (CASTRO, 2015). But what do we do to change the current panorama of our public schools? This is one of the initiatives of this work that comes to assist the teacher of the Third Year of High School in the experimental area, making use of new technologies such as photovoltaic solar energy to work subjects within the area of electricity. Taking into consideration the environmental area and the incentive to use renewable energy. With this kind of activity we can encourage the elementary school student to explore other ways of producing electricity by taking advantage of what is abundant in our region that is solar energy. Taking into account the previous knowledge of the student to have a more meaningful learning.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 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 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.