Mestrado Profissional em Ensino de Física
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
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9 resultados
Resultados da Pesquisa
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 A construção de uma UEPS para o ensino do efeito DOPPLER relativístico com elementos contextuais da cosmologia(2023-12-11) Barbosa, Verônica TavaresItem A construção de uma UEPS para o ensino do efeito DOPPLER relativístico com elementos contextuais da cosmologia(2023-12-11) Barbosa, Verônica Tavares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143; Santos, José Jamilton Rodrigues dos; http://lattes.cnpq.br/5465012466654473; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This dissertation discusses the results of the construction and implementation of a Potentially Significant Teaching Unit based on David Ausubel’s Theory of Meaningful Learning. Its intention is to classify itself as potentially significant material for teaching the relativistic Doppler effect with contextual elements of Cosmology to third-year high school students. Thinking about the problems inherent in the didactic transposition of this theme to basic education, we sought to investigate which pedagogical strategies could help students in the construction of meaningful learning. To this end, the UEPS was organized in accordance with the sequence of steps established by Moreira (2011), and incorporated into its structure are digital educational objects and the active Peer Instruction methodology. It is noteworthy that these strategies present themselves as alternatives to streamline expository classes and encourage active and collaborative participation by students. Regarding the characterization of the research, it is bibliographic in nature, with a qualitative and quantitative approach, and its objectives are exploratory-descriptive in nature. The UEPS results were analyzed in light of Bloom’s revised Taxonomy, revealing encouraging signs of acquisition, assimilation and construction of meaningful learningItem Uma sequência didática para o ensino dos benefícios da radiação ionizante(2016-08-20) Pinheiro, Di Angelo Matos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Faria, Jorge Luiz Brito de; http://lattes.cnpq.br/2516125498547643; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; http://repositorio.ifam.edu.br/jspui/handle/4321/651Item Ensino de física das radiações ionizantes: do senso comum ao conhecimento científico(2016-08-20) Pinheiro, Di Angelo Matos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Faria, Jorge Luiz Brito de; http://lattes.cnpq.br/2516125498547643; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642We lived with the radiation from various sources, both natural and artificial, and indeed life on Earth exists only because of it being a key aspect of our daily lives. Although most students have heard about radiation, a significant number do not know the subject, basic items such as their benefits, and the difference between ionizing and non-ionizing radiation. The vision of the student is the one generated by the media, stating that the radiation is harmful. Thus, this study aims to address the topic in the classroom, through a didactic sequence for students of vocational education in meaningful learning theory perspective of David Ausubel, so that takes the student out of the mediatic idea, common sense, and formulate scientific concepts. The work begins with a brief study of the meaningful learning and its key employees subsequently approach the teaching of physics of radiation - ionizing radiation immediately will relate the physics of radiation with the meaningful learning of Ausubel. Finally we present the teaching sequence presented to students of the Federal Institute of Amazonas - IFAM / Manaus Campus Center, and present the results.Item Proposta para o ensino de supercondutividade no ensino médio(2016-12-15) Barbosa, Nara Gracy Travessa; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; http://repositorio.ifam.edu.br/jspui/handle/4321/441Item Sequência didática em uma abordagem transversal como estratégia para o estudo do som no ensino fundamental(2021-02-14) Santos, Ivan Viana dos; Aquino, Soraya Farias; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Paulo, Iramaia Jorge Cabral de; http://lattes.cnpq.br/4357894521892427; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; http://repositorio.ifam.edu.br/jspui/handle/4321/568Item Sequência didática em uma abordagem transversal como estratégia para o estudo do som no ensino fundamental(2021-02-14) Santos, Ivan Viana dos; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Paulo, Iramaia Jorge Cabral de; http://lattes.cnpq.br/4357894521892427; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599This paper presents the report of development and application of a didactic sequence for study of sound in a 9th grade class in a elementary school. To trigger the didactic sequence, a problem-situation was formulated based on the idea that sound can sometimes cause noise pollution, generating a conflicting situation in students' experiential reality. When we think of sound, we conclude that we are, in fact, immersed in a world of sound waves what can raise countless questions. Through this problem situation the students were encouraged to investigate this chosen theme in order to know the impact caused by sound on our lives and to evaluate the risks that some sound sources may cause to our health and the life of other living beings. To apply the didactic sequence, three main actions were developed: 1) A presentation of the problem-situation to the students, 2) Investigation and generalization of conclusions drawn from research sources, and 3) An oral presentation of research reports. During the execution of these tasks, students had the opportunity to develop important competences and skills for understanding the process of science construction and for learning physical concepts, among which we highlight teamwork, the ability to recognize sources of information. relevant to the investigation of a problem, the ability to mobilize resources and people and to listen and give opinions. The results of this work made it possible to improve the developed didactic sequence that is presented in the Appendix in the form of an educational product to assist elementary schools science teachers in approaching the concept of sound to their students.