POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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4 resultados
Resultados da Pesquisa
Other Guia didático para o professor - um análogo de buracos negros: explorando conceitos básicos de relatividade geral por meio de Peer Instruction(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Cardoso, Eliabe Rafael Figueira; Rivera, José AngladaThesis Uso de um análogo mecânico de buracos negros associado a metodologia Peer Instruction no ensino de conceitos de relatividade geral(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Cardoso, Eliabe Rafael FigueiraThis dissertation presents the development, validation, and implementation of an educational product consisting of a mechanical analogue representing black holes, articulated with the active methodology Peer Instruction (PI), with the aim of investigating its contributions to the teaching of introductory concepts of General Relativity in High School. The proposal is based on the understanding of gravitation as the curvature of spacetime and seeks to establish conceptual relationships between Classical Physics and Modern Physics, in order to favor the meaningful learning of abstract and epistemologically challenging content. The research is characterized as an applied study, of a qualitative-quantitative nature, developed with two classes of the third year of High School, totaling 40 students. The pedagogical intervention was structured in a didactic sequence composed of six classes, in which the mechanical analogue was used as a mediating resource, associated with the systematic application of Peer Instruction. Data collection involved the application of pre- and post-intervention questionnaires using a Likert scale, conceptual tests with objective and open-ended questions, analyzed using Hake's normalized gain, and the use of standardized logbooks for students to complete throughout the classes. The results indicate relevant conceptual gains for a significant portion of the students, as well as positive changes in perceptions related to interest, active participation, and understanding of the concepts covered. The integrated analysis of the instruments highlights the convergence between measured and perceived learning, in addition to emphasizing the role of peer interactions and the critical use of analogies in the conceptual construction process. It is concluded that the articulation between physical analogies and active methodologies constitutes a promising pedagogical strategy for the introduction of Modern Physics topics in High School, provided it is accompanied by intentional teacher mediation and consistent theoretical grounding. This study contributes to the field of Physics Education by offering an educational product, embodied in a validated Teaching Guide, and by expanding discussions on didactic possibilities for teaching General Relativity in school contexts, while also pointing to perspectives for future research.Outro Conectando ideias e iluminando conceitos: explorando a radiação do corpo negro por meio da metodologia Peer Instruction(2025-05-02) Marinho, Ludimilson Mota; Salmon, Octávio Daniel RodriguezThis work presents a Didactic Sequence (SD) formulated from the dissertation titled "EXPLORING THE CONCEPTS OF BLACKBODY RADIATION FROM CLASSICAL TO MODERN PHYSICS WITH THE PEER INSTRUCTION METHODOLOGY," which investigated the effectiveness of the Peer Instruction (PI) methodology in teaching blackbody radiation concepts to students in the 11th stage of EJA (Youth and Adult Education). The main objective of the SD is to relate the types of electromagnetic radiation, especially thermal radiation, to the laws of Classical and Modern Physics that describe the radiation emitted and/or absorbed by a blackbody, using the PI methodology as a tool to promote active learning. The choice of PI is justified by its suitability to the EJA teaching structure, which combines synchronous classes (Mondays and Fridays) and face-to-face classes (Tuesdays, Wednesdays, and Thursdays). Asynchronous classes were used for the pre-class moment, where students had their first contact with the content. Face-to-face classes were used for the in-class moment, where content was reviewed based on students' difficulties, and to promote peer discussion. Following the implementation of the SD's preliminary version, the in-class moments were adjusted to better address the difficulties presented by the students. The SD consists of 4 classes, each lasting 55 minutes. The first 3 classes are structured around a pre-class moment and an in-class moment. However, these classes should have ideally been divided into 3 moments: pre-class, in-class, and post-class, where the objective is to consolidate learning through problem-solving. Nevertheless, considering the reality of the EJA students, the post-class moment was applied in the fourth class. The results from the SD's application indicated that students achieved at least 70% accuracy in problem solving situations, demonstrating the effectiveness of the PI methodology in teaching complex modern physics concepts within the EJA context.Dissertação Explorando os conceitos da radiação do corpo negro desde a física clássica até a moderna por meio da metodologia Peer Instruction(2025-05-02) Marinho, Ludimilson Mota; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972The present research aims to investigate evidence of improved learning among Youth and Adult Education (EJA) students regarding the classical and modern descriptions of black-body radiation, resulting from the integration of the Peer Instruction (PI) methodology into the teaching-learning process. To achieve this objective, a qualitative study with an action research approach was conducted with 28 students in the 11th stage of the 2024 academic year of the Youth and Adult Education (EJA) program at the Antônio da Encarnação Filho State School, within the Amazonas State education network. Aligned with the theoretical framework of learning, the collected data were obtained through conceptual learning verification tests administered before, during, and after the lessons. The data analysis was performed using Content Analysis, with student responses as the unit of analysis. The data were categorized into Conceptual Understanding, Knowledge Application, and Opinion Change. The research concluded that the PI teaching methodology is effective in optimizing classroom time, promoting student engagement, and gradually improving their state of understanding and ability to apply the content. Consequently, students are able to progress from a partial understanding or skill after the pre-class phase to demonstrating comprehension or application skills during and after the lesson.