POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Item Sequência didática para o ensino sobre a condução de calor(2024-07-15) Costa, Hiram Jephson Gabriel da; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Guilherme, Adriano Pereira; http://lattes.cnpq.br/9119402956173089; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098The present study aims to investigate the development and implementation of a didactic sequence for teaching heat conduction, within the context of Physics teaching in Brazil. The central research question is: how can the implementation of a didactic sequence based on experiments impact the learning of heat conduction concepts? To answer this question, the study is based on Jerome Bruner's Discovery Learning Theory, which highlights the importance of students' prior knowledge in the assimilation of new concepts. The method adopted involves the creation of a didactic sequence that combines experimental activities, theoretical reflections and critical questions, aiming to actively engage students in the learning process. The research highlights the use of Problem-Based Learning (PBL) and other innovative methodologies, which place the student at the center of the learning process, promoting the development of cognitive and practical skills. The conclusions of the study indicate that the didactic sequence developed was effective in promoting a deeper understanding of concepts related to heat conduction. The results show that the integration between theory and practice, through experimental activities, reinforces students' prior knowledge and motivates the exploration and understanding of physical phenomena in a more meaningful way. Furthermore, the study suggests that this approach can be applied in other contexts of Physics teaching, contributing to improving the quality of teaching and learning in the area.Item Uma sequência didática para o ensino do modelo padrão(2023-08-15) Bastos, Kleber da Luz; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Avila, Fernando Fulgencio León; http://lattes.cnpq.br/2776319211190616Teaching Physics is a challenge faced by many teachers at various levels of education and modalities. The nature of the challenge has two elements that have been discussed by several researchers who study the teaching of physics: (1) the complexity of the theories of physics and (2) the process of teaching and learning knowledge of physics. This scenario seems to intensify when we deal with concepts from the field of Modern and Contemporary Physics, in which Quantum Mechanics, Relativistic Mechanics and Quantum Field Theory dictate the discussions about matter, its constituents and the interactions involved. From this fantastic universe of theories, laws and concepts arising from a process of (human) construction of knowledge arises the Standard Model. This model organizes elementary particles according to their properties in the form of a table, which by many is considered the Periodic Table of Physics. To contribute with innovative actions so that students can have a better understanding of the structure of the matter, this research proposed to investigate how the teaching of the Standard Model can contribute to this learning, following the cognitivist theory of Meaningful Learning as a methodology. Using qualitative research as a structure and epistemological foundation of action research of the strategic type within a cyclical process, 5 teaching units were idealized following active methodologies, with implementation through a didactic sequence, being the basis of the educational product. As data collection instruments, the use of questionnaires and the systematization of learning after the script of practical activities were followed by the observation of the intended results, according to the verification of performance by the rubric. It is then stated that according to the results of the research, the material used connected with the cognitive structure of the learner in a relevant way, and that the learner in a non-arbitrary and non-literal way related his anchor ideas with the learning activities, indicating indications of more significant learning. As results we point out that the identification of concepts is necessary for the knowledge of the MP, the organization and planning of teaching and learning actions, the use of technological resources with experiments that show the way of investigating the structure of the matter and the games in teaching, are facilitators of the process.Item Uma proposta para ensinar queda livre: usando a interface HackEduca Conecta(2021-10-19) Chagas, Sidney Assis; Silva, Márcio Gomes; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes; http://lattes.cnpq.br/2363782297790054; Bento, Ricardo Rodrigues de França; Souza, José RicardoIn our schools, the teaching of physics consists of passing on a pile of information without connection with the world that surrounds the student. Forgetting that Physics is a science that studies natural phenomena, through observation. In view of the above, the present work aims to develop a sequence of activities on free fall using the Hackeduca Conecta application, with experiments simulated by the same application, for students of the 1st grade of High School, following the pedagogical theory of Jerome Bruner that deals with “Discovery teaching”. The proposal consists of analyzing the movement of the bodies through the "Free Fall" where data will be programmed and collected through sensors and transmitted to the computer using Arduino, so we will be able to generate graphs to analyze the movement of the bodies, discuss values and assist students in solving problems through tests, analyze some important parameters in this phenomenon studied and also measure the value of gravity acceleration. It is hoped that this Teaching-Learning proposal will make student learning effective and very profitable in order to make the student an investigator and a critical-reflective thinker and that all this knowledge acquired by him be profitable in his reality.Item Proposta de livro didático para o estudo da dinâmica nos cursos técnicos: mecatrônica, eletrônica, eletrotécnica e áreas afins(2019-08-29) Oliveira, Sidomar Pirrony Rodrigues de; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Pacobahyba, Josefa Teixeira de Mendonça; http://lattes.cnpq.br/0521315770932665; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302Technological education has been growing in Brazil, as the market needs professionals that are appropriate to technological issues and companies are increasingly in need of increasingly capable technicians. The vocational technical courses have in their curriculum, Physics contents that are very important for a solid formation, so it is necessary a good understanding of these concepts and properties. This research proposes the elaboration of a textbook with a curricular organization directed to professional education. The methodology took place in three stages called: “The Teachers' Vision”, aiming to gather information from teachers about the difficulty that students, newcomers from elementary school II, present when studying the Electricity course. “Prior Knowledge” with the application of questionnaires to assess the prior knowledge that students bring from elementary school II in the Physical discipline, referring to the part of Mechanics as well as the part of Electricity and Magnetism. “Product Evaluation in the Students' Vision” using questionnaires to identify factors that may contribute to and hinder the teaching and learning process of Physics in the first year students of the integrated high school of Mechatronics, Electronics and related areas. Keywords: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/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 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 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 Uma proposta baseada na teoria de aprendizagem significativa para o ensino do movimento browniano no ensino médio(2020-06-19) Silva, Sarah Jane Colares da; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo; http://lattes.cnpq.br/3871066069541626; Albuquerque, Douglas Ferreira de; http://lattes.cnpq.br/1684884358008078; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054Item Métodos para ensino de óptica para alunos portadores de deficiência visual(2018-12-10) Oliveira, Antônia Cristina Campos Paz; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; http://repositorio.ifam.edu.br/jspui/handle/4321/573Item Métodos para ensino de óptica para alunos portadores de deficiência visual(2018-12-10) Oliveira, Antônia Cristina Campos Paz; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642"Methods for the teaching of optics for students with visual impairment", is a project that seeks to assist teachers in introducing introductory concepts to the teaching of vision, ranging from the anatomy of the eye, as well as its main functions to the through the crossing of the light beams. For this introduction, it is necessary to construct play experiments and adapted to low-cost students, but due to the large number of students included and low qualification in teacher training, this project proposes a social inclusion, and can be applied very easily in the classroom with all students included. Its development was based on the conceptual field theory of gerard vergnaud, who was a disciple of jean piaget and a great admirer of vygotsky's theories, and proposed a cognitive teaching-learning method in the area of complex competences related to science teaching, its main objective is to allow, through a framework, the understanding of the affiliations and ruptures between knowledge, in children and adolescents. The application took place at the state school joana rodrigues vieira, located at lourival munis street, 514, glória neighborhood, in the 4th year of elementary school i, with low vision students with visual remnants of 9 and 10 years of age . the project was instrumental in increasing students' knowledge about optics teaching, students performed a pre-test to identify the level of knowledge about the content addressed, the pre-test followed the format of questions and answers, where the teacher asked and the students answered in the braille machine, after this procedure the experiment was carried out and then the post-test, which had fundamental importance to filter the student's level of learning, showing their cognitive development and the role of the student as protagonist in the teaching - learning process.