Mestrado Profissional em Ensino de Física
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
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16 resultados
Resultados da Pesquisa
Item 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 O ensino do efeito fotoelétrico em situações do cotidiano através de jogos e modelagem(2024-03-09) Oliveira, Soetânia Santos deItem Abordagem experimental de física moderna: efeito doppler-fizeau em onda eletromagnética(2024-08-02) Teixeira, José Victor BezerraItem Modelagem e jogos avaliativos como ferramentas para o aprendizado do efeito fotoelétrico em situações do cotidiano dos alunos(2024-03-09) Oliveira, Soetânia Santos de; Gil, Antonio Xavier; http://lattes.cnpq.br/5057484902608817; Gil, Antonio Xavier; http://lattes.cnpq.br/5057484902608817; Paixão, Caroline Mendonça Araujo; http://lattes.cnpq.br/9513172453932763; Salmon, Octávio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034The main objective of this research is to analyze how the use of modeling and games can contribute to the learning of the photoelectric effect in high school in everyday situations. It brings as a scientific contribution a proposal of a Potentially Significant Teaching Unit that aims to make physics classes more dynamic and attractive to students. The research is based on David Ausubel’s significant learning, since for its effective development steps were fulfilled that involve the use of students’ previous knowledge to consolidate scientific knowledge and potentially significant didactic material. The didactic sequence was developed over four classes, in which the content was worked with the realization of simulations using the PhET platform, the exhibition of a video about EFE, and the use of educational games. Data collection was carried out in two moments, in the first and last classes, with the application of evaluative game, and the data treatment was carried out through the comparative analysis of the initial and final results obtained. This analysis revealed that there was an increase in the students’ performance after applying the didactic sequence, which can be interpreted as an effectiveness or result of significant learning. In addition, approximately 90% of students approved the methodology used. In this way, it is argued that the applied PSTU is effective to teach the Photoelectric Effect and its applications in the new high school, and as such, it is expected to contribute to improve the teaching-learning process of Physics.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 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 de; http://lattes.cnpq.br/3871066069541626; Albuquerque, Douglas Ferreira; http://lattes.cnpq.br/1684884358008078; Silva, Márcio Gomes da; http://repositorio.ifam.edu.br/jspui/handle/4321/577Item Instalações elétricas: uma proposta para ensino da eletrodinâmica no 3º do ensino médio(2019-12-19) Neves, Glauber Siqueira; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Ferracioli, Laércio; http://lattes.cnpq.br/7380100778286872; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; http://repositorio.ifam.edu.br/jspui/handle/4321/642Item Instalações elétricas: uma proposta para ensino da eletrodinâmica no 3º do ensino médio(2019-12-19) Neves, Glauber Siqueira; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Ferracioli, Laércio; http://lattes.cnpq.br/7380100778286872; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199In this paper we present a didactic sequence, aiming to teach Electrodynamic concepts to third year high school students, and in particular, those related to the electrical circuits of a residential electrical installation. The activities developed were based on Vygotsky's Socio-Historical theory and the product consists of a guide for the teacher, in which he will find not only the activities of the didactic sequence that we propose for the learning of these concepts, laws and properties, but also suggestions on how to organize classroom activities and how to act as a mediator during such activities. In addition, a model of a residential electrical installation built by the students with the guidance of the teacher with leftover materials is used, used as a facilitating pedagogical tool in the internalization of the concepts. As a data collection mechanism, a Pre and Post Test were used, containing 06 questions each. A qualitative analysis was carried out from the answers to the test questions, generating a test score to assess the individual performance of the students in the class. The proposed resources used contributed to the students' motivation and the promotion of learning some concepts of electrodynamics for the group of students of this State School.Item Máquinas térmicas: uma proposta para o ensino das leis da termodinâmica para o ensino médio(2016-08-04) Saraiva, Raysa Zurra; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Barroso, Marta Feijó; http://lattes.cnpq.br/8979560510386706; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972This thesis describes a didactic proposal used to aid teacher and students in the construction of concepts necessary for understanding the Thermodynamic laws, such as pressure, volume, heat, work and temperature. For its development was first carried out an analysis of textbooks present in PNLD-2012 using elements of Chevallard’s didactic transposition, and as a theoretical basis for the creation and organization of all activities employ socio-historical theory of Vygotsky. These procedures consisted in investigative activities, experimental and traditional, like the resolution of exercises. The generated products consist of a guide for the teacher, in which he will find not only the activities of didactic sequence that we propose for learning these laws, but also suggestions on how to organize the dynamics in the classroom and how to proceed as mediator for conducting such activities. In addition, is presented an Stirling engine, made with reusable materials, used in construction of the P-V diagram of the Stirling cycle.