Mestrado Profissional em Ensino de Física
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
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5 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 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; http://repositorio.ifam.edu.br/jspui/handle/4321/445Item Sequência de ensino investigativo sobre as propriedades térmicas: evidências em modelos mentais e subsunçores – material de apoio ao professor(2021-12-05) Barbosa, José Bruno dos Santos; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Cruz, Frederico Alan de Oliveira; http://lattes.cnpq.br/7657422977567514; http://repositorio.ifam.edu.br/jspui/handle/4321/755Item Sequência de ensino investigativo sobre as propriedades térmicas: evidências em modelos mentais e subsunçores(2021-12-05) Barbosa, José Bruno dos Santos; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098; Braga, Marcel Bruno Pereira; http://lattes.cnpq.br/1142247924140098; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Cruz, Frederico Alan de Oliveira; http://lattes.cnpq.br/7657422977567514This dissertation deals with a proposal for an Investigative Teaching Sequence (ITS) for the understanding of thermal properties, based on David Ausubel's Theory of Meaningful Learning and Johnson-Laird's Mental Model, seeking to meet the needs for a phenomenological and phenomenological understanding. acquisition of concepts between causalities in the microscopic world and macroscopic perceptions. The application of the ITS was carried out in the classroom (in-person mode) during the COVID-19 pandemic period, so that the presence of students in the classroom alternated, that is, half of the students were present in one day and the another half of the students attended the next day. To assess the ITS, several conceptual tests were developed, such as the pictorial test and an instrument called Test on Understanding Thermal Properties (TUTP) from the selection of relevant items from other tests known in the literature that assess thermal knowledge. Based on the ITS, support material for the teacher was created, an educational product, with all the methodological guidelines for implementation in any school. The results showed that ITS has the potential, they are promising to contribute to learning. There was a significant improvement in the representation of students' mental models, as well as an evolution in the number of correct answers in TUTP, improving the student's profile.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.