Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item O ensino da física moderna na relatividade usando o GPS como ferramenta didática(2024-10-30) Souza, Cristian Maria Costa de; Salmon, Octavio Daniel RodriguezItem Item Construção de uma unidade de ensino potencialmente significativa (UEPS) para o estudo das transformações gasosas no novo ensino médio(2024-12-06) Lima, Diego Alvino; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Guilherme, Adriano Pereira; http://lattes.cnpq.br/9119402956173089; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302The purpose of this work is to build a potentially significant teaching unit (UEPS), through a didactic sequence for teaching gaseous transformations, aimed at basic education students in the public network of the state of Amazonas, included in the life project discipline. of the new high school. The aim is to identify evidence of meaningful and critical learning. From this perspective, problematizing how Physics has been taught in Basic Education to the detriment of everyday practical relationships, the question arises: can these relationships really be inserted and experienced in schools with the aim of obtaining potentially significant learning? What are the difficulties encountered by Basic Education teachers in bringing day-to-day practices into the classroom? How can using a pressure cooker contribute to teaching Physics? With the purpose of adding the school routine to the historical, social and economic daily life, in which we are inserted today, schools, as proposed by the new National Curricular Guidelines for Basic Education and the Law of Guidelines and Bases of National Education – Law 9,394 /96 – aim to prepare students for the world of work, science and technology. Therefore, we use the pressure cooker, inserted in a didactic sequence, contributing to a problem situation, as it is a fascinating example of how physical principles can be applied in a practical and innovative way in cooking. Its role in accelerating the cooking process, saving energy and preserving food nutrients makes it a valuable tool in the contemporary kitchen. However, it is crucial to understand the underlying physical principles and follow recommended safety practices to fully enjoy the benefits of the pressure cooker. In this way, we worked with proposals for collaborative activities to resolve problem situations, as well as appropriating the theoretical framework of Ausubel's Theory of Meaningful Learning articulated with Moreira's critical meaningful learning.Item Supercondutividade: uma sequência didática para introdução do tema no ensino médio e a percepção dos professores do município de Tabatinga – AM(2024-10-08) Rocha, Reinaldo CarneiroItem Supercondutividade: uma sequência didática para introdução do tema no ensino médio e a percepção dos professores do município de Tabatinga - AM(2024-10-08) Rocha, Reinaldo Carneiro; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626Superconductivity is the phenomenon characterized by zero electrical resistance and the expulsion of magnetic fields that occurs in certain materials when they are below a certain temperature. The phenomenon was discovered by the German physicist Heike Kamerlingh Onnes on April 8, 1911, in Leiden. The study of superconductors is an area in constant evolution and discovery. As this is a very current and exciting topic, it is necessary to introduce concepts on the subject. This work aims to create an educational product through a didactic sequence for teaching superconductivity to students in the final years of regular high school. This study also aimed to address and relate the concept of superconductivity to other fundamental concepts of electrodynamics; to apply the concept of superconductivity in the context of Ohm's Law, making them accessible and understandable to students during their lessons; and to arouse students' interest and curiosity in science and physics. The methodology adopted involved qualitative and descriptive bibliographical research, with a review covering various works that address theoretical concepts of superconductivity. Questionnaires containing open and closed questions were used to collect data from the participants, as well as activities and assessments designed to verify learning. David Ausubel's theory of meaningful learning underpins the work.The data collected was subjected to descriptive statistical analysis, showing a positive and decisive knowledge of the concepts of superconductivity and its phenomena. The application of these concepts in an accessible and comprehensive way proved satisfactory, establishing links between the students' previous knowledge and the new concepts. Considering that the implementation of this research through a didactic sequence was satisfactorily accepted by 82% of the students involved in the study, this work contributes to the improvement of Modern Physics teaching, emphasizing the importance of contextualization and practical applicability of concepts in the teaching-learning process.Item Teoria da relatividade restrita de Einstein para alunos do ensino médio utilizando filmes de ficção científica como recurso didático(2024-10-08) Mendes, Raimundo Wagner PereiraItem Teoria da relatividade restrita de Einstein para alunos do ensino médio utilizando filmes de ficção científica como recurso didático(2024-10-08) Mendes, Raimundo Wagner Pereira; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Rivera, Jose Anglada; http://lattes.cnpq.br/5724564590431920; Nascimento, Denise Andrade do; http://lattes.cnpq.br/3111593924862886The theory o of restricted relativity, developed by physicist Albert Einstein, considers that time and space are intrinsically related. According to the theory of special relativity, at speeds close to that of light, time and space become relative. The purpose of this work is to use a teaching strategy that facilitates the understanding of these concepts through a didactic sequence using entertainment as a facilitating and meaningful action with the presentation of science fiction films, Interstellar (2014) and Planet of the Apes (1968), acclaimed by film critics, which clearly present the foundations of Einstein's Special Theory of Relativity. The educational product was applied to a 2nd grade high school class at a state public school in the city of Manaus-AM. Having Ausubel's significant learning as its theoretical basis, the film was shown in line with the presentation of Einstein's postulates and some concepts from the Special Theory of Relativity so that the confrontation between common sense and the study of science could take place, so that students could achieve realize the importance of building physical knowledge as a significant part of the learning process. The data collected was analyzed qualitatively and, as an educational product, we present a text to support teachers who wish to use films with an investigative approach to teaching scientific concepts.Item Percurso didático: uma alternativa para a compreensão da condução de calor(2024-07-15) Costa, Hiram Jephson Gabriel da; Adão Neto, Minos MartinsItem Cupulate nas aulas de química: uma proposta de sequência didática para o ensino de lipídios baseada nos princípios da pedagogia histórico-crítica(2023-12-04) Duarte, Sônia Mendes; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046The present work aims to promote the learning of lipid content, from the chemistry discipline, for students in the 3rd year of regular high school through a proposal for a didactic sequence, based on the principles of Dermeval Saviani's historical-critical pedagogy. Therefore, we sought to answer the question: how could a didactic sequence, based on the principles of historical-critical pedagogy, contribute to the teaching of lipids in the 3rd year of high school? Then, a methodological path was followed adopting a qualitative, descriptive approach. Resulting in the development of a didactic sequence, in five moments of historical-critical pedagogy, highlighting the instrumentation with the understanding of cupulate production relating to the lipid content, followed by catharsis, with the practical class of the process obtaining cupulate, a sweet similar to chocolate made from cupuaçu. In this way, learning begins with an initial social practice and is transformed into scientific knowledge, making the student appropriate the lipid content within their social practice.Item Uma sequência de ensino-aprendizagem aplicada ao estudo dos polímeros(2023-12-06) Cavalcante, Débora Nogueira; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Pereira, Zilanir Carvalho; http://lattes.cnpq.br/0153883512211178In this study, we address the application of the Didactic Sequence (SEA) to the study of polymers. We highlight its effectiveness in enhancing students' understanding and promoting active learning. This approach involves students in practical experiences that integrate theory with practice. Furthermore, it encourages the application of knowledge in real-world situations, preparing students to tackle complex challenges in the field of science and technology related to polymers. SEA proves to be a valuable tool for improving the understanding and application of complex concepts in the field of polymers, preparing students for a challenging scientific and technological future.