POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Resultados da Pesquisa
Item Uma sequência didática com o ensino híbrido no estudo de conteúdos da cinemática(2019-09-23) Simões, Marco Aurélio Ferreira; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Costa, Ricardo de Sousa; http://lattes.cnpq.br/2768700572124722; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098; http://repositorio.ifam.edu.br/jspui/handle/4321/587Item 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/3585326481456738; http://repositorio.ifam.edu.br/jspui/handle/4321/578Item Uma proposta de sequência didática para o ensino de cinemática utilizando experimentos(2021-09-28) Simas, Aristeu Pereira; Silva, Marcio Gomes da; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Marcio Gomes da; http://lattes.cnpq.br/2363782297790054; Pacobahyba, osefa Teixeira de Mendonça; http://lattes.cnpq.br/0521315770932665; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; http://repositorio.ifam.edu.br/jspui/handle/4321/719Item Uma proposta de sequência didática para o ensino de cinemática utilizando experimentos(2021-09-28) Simas, Aristeu Pereira; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Pacobahyba, Josefa Teixeira de Mendonça; http://lattes.cnpq.br/0521315770932665; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199The present work is about the report of the production and elaboration of a didactic sequence to be applied in the 9◦ year of elementary school II. A didactic sequence is a set of ordered, structured activities aimed at achieving an educational objective, that is, student learning. In this sequence, we deal with the teaching of kinematics, which is an area of Physics that studies the movements of bodies without caring about the cause of the movement, from the initial part to relative movement. To trigger our proposal, we based this didactic sequence on Lev Vygotsky’s sociocultural theory, as this theory emphasizes the interaction between people in development and the culture where they are inserted. It is important to point out that in this didactic sequence, we emphasize the study of Kinematics using experiments, as they provide advantages when used in the classroom, such as the motivation caused in the student by seeing something different in the classroom and there is a greater student interest in the use of experiments.Item Sequência didática para o ensino da cinemática relativística por meio das TICs(2020-12-21) Yamashita, Fábio Kazuyuki de Souza; Sousa, José Ricardo de; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Carara, Sabrina Silva; http://lattes.cnpq.br/0332844927349554; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; http://repositorio.ifam.edu.br/jspui/handle/4321/579Item Uma sequência didática com o ensino híbrido no estudo de conteúdos da cinemática(2019-09-23) Simões, Marco Aurélio Ferreira; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Costa, Ricardo de Sousa; http://lattes.cnpq.br/2768700572124722; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098In this work we propose the planning and implementation of a didactic sequence with the blended learning in the study of kinematics content, specifically the contents referring to the concepts of relative velocity, encounter and overruns of uniform and uniformly varied rectilinear motions, considering first-year students of a public high school in the city of Manaus. The idea is to engage students in the development of an artifact whose theme involves these concepts. In this case, students should employ the learning of content about movements to respond to the demands of the project. They should research the internet, on scales and model Assembly, in order to apply it in the execution stage of the project. Make use of a miniature cars to demonstrate uniform rectilinear motion. Students should develop a presentation in the form of a video to expose the creation process and the concepts that can be visualized, from the concept of frame of reference, to those of relative velocity and encounters and overruns.Item Sequência didática para o ensino da cinemática relativística por meio das TICs(2020-12-21) Yamashita, Fábio Kazuyuki de Souza; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Carara, Sabrina Silva; http://lattes.cnpq.br/0332844927349554; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920Albert Einstein's Theory of Special Relativity (TRR) revolutionized the way we understood concepts for a long time considered absolute as space and time. With considerably counter intuitive definitions, TRR has become one of the pillars of Modern Contemporary Physics (FMC) and has provided a range of technologies that are present today in our daily lives. In view of the importance of this knowledge in the formation of critical citizens capable of understanding and associating information related to FMC, this work aims to propose a didactic sequence that, based on David Ausubel Theory of Meaningful Learning and the use of information and communication technologies (ICT), enables the teacher to debate and develop knowledge about relativistic kinematics with his high school students.Item 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 Robótica educacional: um guia de aplicação no estudo dos movimentos retilíneo uniforme e variado(Instituto Federal do Amazonas, 2017-08-16) Costa Jr, Almir de Oliveira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This guide was conceived from the studies carried out in the dissertation work on the use of educational robotics in the study of the contents of Physics on speed and acceleration. The use of this resource, together with the formal curriculum of the students, occurred through the development of a teaching plan that integrates practical activities of robotics for the experimentation of the physical phenomena involved in the concepts of kinematics. The teaching plan elaborated in this guide was developed from the teaching and learning perspective of this physics subject focusing on the students of the 1st year of High School. This is an educational product that was developed for application in teaching the concepts of speed and acceleration, integrated with educational robotics. The guide is organized in three sections. The first section presents a description about the SOLO taxonomy and the Conceptual Map, instruments that should be used in the analysis of the proposed evaluative activities. The second section of the guide presents a set of technological resources that should be used to carry out the activities. Information about the educational robotic kit Modelix, Excel and Visual Basic, Virtual Dub, Sensor Kinetics Pro, Cellular and Camcorder application. In the third section of the material, the whole application plan of the classes is presented, as well as the objectives of each one of them. In the description of each lesson, the suggestions for activities, as well as procedures for carrying them out.Item Uma estratégia utilizando robótica para o ensino dos conceitos de velocidade e aceleração escalares(Instituto Federal do Amazonas, 2017-08-16) Costa Jr, Almir de Oliveira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This work aims at presenting the results of a research that proposed the elaboration and application of a didactic sequence using robotics as a teaching strategy in a significant learning perspective of kinematic concepts in the 1st year of Brazilian High School. Taking into account the low performance in Physics observed in Brazilian Elementary School alumni, the didactic sequence proposed in this research is an alternative capable to demonstrate and exemplify, in a contextualized way, concepts and physical phenomena intrinsic to speed and acceleration, that are usually shown only as illustrations or abstractly in traditional approaches. Usually, the presentation of these concepts in classrooms is dissociated from the students daily life and, thus, their concrete or even misunderstood interpretations are simply not taken into account. Considering this perspective, the didactic sequence was proposed as a teaching strategy based on robotics and data collection software that would allow students to observe and give a more significant meaning to their previous knowledge regarding to kinematics, such as: movement, position, shift, trajectory, speed and acceleration. The sequence was applied in the second shift of a forty four students classroom of a public technical High School in the city of Manaus. Upon the implementation of this didactic sequence, with discussions and practical experiments with robotic prototypes about concepts and physical principles regarding the phenomena under study, it was possible to verify evidences of a significant learning of concepts of speed and acceleration from the results analyzed with SOLO taxonomy and evaluation criteria from conceptual maps.