Mestrado Profissional em Ensino de Física
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
Navegar
4 resultados
Resultados da Pesquisa
Item O modelo da sala de aula invertida para a aprendizagem conceitual em termodinâmica básica: aprendizagem conceitual da termodinâmica básica(2022-12-05) Pacheco, Janaina BezerraItem O modelo da sala de aula invertida para a aprendizagem conceitual em termodinâmica básica(2022-12-05) Pacheco, Janaina Bezerra; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Costa, Felipe DenardinThe present work presents a study whose object is the teaching and learning processes about conceptual learning in basic thermodynamics; temperature, heat and change of state. The research subjects were 2nd year high school students from a full-time public school in the city of Parintins. This work aimed to develop a booklet on the subject in question using the model of the inverted classroom, the SAI. The research methodology had a qualitative approach, since the students' responses were investigated in the pre-test, during the experimental activities in the classroom, in the transcripts of student reports and in the post-test. A bibliographic review was carried out on conceptual learning, the scientific concept as a notorious learning difficulty in physics, and the model of the Inverted Classroom (IS). We designed the educational product in the form of a booklet to help the teacher with regard to learning the basic concepts of thermodynamics. As a result, we found evidence that there was conceptual learning of the highlighted subjects. It is noteworthy that the entire development of this work, as well as the implementation of the methodological steps took place in the full context of the Covid-19 pandemic.Item Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692; http://repositorio.ifam.edu.br/jspui/handle/4321/444Item Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692This work produced a planning guide for learning the uniform circular motion from the inverted classroom model (flipped classroom). The study was conducted at the Instituto Federal de Educação, Ciência e Tecnologia (IFAM) - Campus Manaus Zona Leste with a group of first year of the integrated technical education with the average. The experience of the class with the uniform rectilinear movement classes and uniformly varied rectilinear motion by the traditional method of teaching physics was important for the application of this research. Thus, the uniform circular motion of the flipped classroom teaching through the structure that broke with the students knew. To apply this method with students used the proposal developed in the e-book of spanish teacheres: Alicia Diez, Javier Tourón and Raúl Santiago. The educational product of this work is the result of the account of my experience with the flipped classroom. In the first part of the educational product, will be fully explained to the teacher working with educational technology tool EDpuzzle and guide their students in the use of it. In the second part, the most important, the teacher will have a lesson plan together scripts for the activities in the classroom. The development of the educational product was made in the light of Bloom's Taxonomy, which guided the definition of learning objectives and also helped to choose which the most appropriate technological tools to achieve these goals. The final comments of feedback show the acceptance of the flipped classroom unanimously by all students and proves the failure of the traditional education system.