Mestrado Profissional em Ensino de Física - MNPEF
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
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Thesis Aprendizagem baseada em projetos para o ensino de física: uma sequência de ensino-aprendizagem sobre as leis de Newton a partir da robótica educacional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-22) Silva, Romário Antônio Sousa daThis dissertation aims to evaluate the effectiveness of the Project-Based Learning methodology applied to the teaching of Newton's three laws, using educational robotics as a mediation tool in the teaching-learning process. The research was developed at the Professor Jorge Karam Neto State School, in the city of Manaus-AM, seeking to understand how the integration between theory and practice, through the construction and programming of robots, can favor the learning of the fundamental concepts of dynamics. The development of the work was structured in four phases: analysis, elaboration, implementation and evaluation. In the analysis phase, diagnostic questionnaires were applied to identify the students' prior knowledge and their learning needs in relation to Newton's laws. Based on these data, a teaching-learning sequence based on Project-Based Learning was developed, in which the students, organized in groups, planned, assembled and programmed robots capable of participating in practical challenges, such as tug-of-war and sumo wrestling competitions. During implementation, students were challenged to apply concepts of force, mass, acceleration, and action and reaction to optimize the performance of prototypes, integrating physical knowledge into the assembly and programming processes of devices. Assessment was carried out continuously, using formative assessment instruments, using specific rubrics that allowed monitoring the progress of students in criteria such as understanding of concepts, teamwork, application of data, and reflection on their own learning process. In addition to the formative assessment, a final assessment was conducted on students' perceptions of the activities performed. The results demonstrated that the use of educational robotics, combined with the Project-Based Learning methodology, provided a more dynamic, collaborative, and meaningful learning environment, contributing to a better understanding of physical concepts and the development of essential skills, such as critical thinking, logical reasoning, and problem-solving. It is concluded that the adopted approach not only promoted the strengthening of Physics knowledge, but also encouraged autonomy, protagonism and student engagement, demonstrating that active methodologies integrated with technology constitute an effective strategy for improving Physics teaching, especially in high school.Other Sequência de ensino-aprendizagem para as três leis de Newton a partir da robótica educacional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-22) Silva, Romário Antônio Sousa da; Borges, Denilson da SilvaDissertação Supercondutividade no ensino médio: uma proposta fundamentada na aprendizagem baseada em problemas(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/5724564590431920This dissertation presents an insertion proposal of the Superconductivity in the Secondary Level Education, having as foundation the Learning Process Based on Problems (ABP). In the educational context, the teaching of Superconductivity, one of the Contemporary themes in Physics, turns out to be necessary for having a set of applications connected to the daily lives of students, what evidences the importance of its insertion in the Physics curriculum of the Secondary Level Education. For this insertion, it was used an ABP, due to its characteristics favoring the active participation of the students in the teaching and learning process. The ABP methodology has as central point a problem to be solved, and as a means of answering it presents seven ways in its structure, in which the students are the active subjects and the teacher accomplishes the role of tutor. With this foundation, the research has as general purpose to analyzes the implementation of a proposal to insert Superconductivity in the Secondary Level Education, having as methodological support the Learning Based on Problems, in view of the need to have the teaching of Physics more contextualized that allows students to list the scientific knowledge with the life. Therefore, it was used a qualitative nature research for presenting peculiar feature for the conduction of the research and for the obtained tract data. The implementation of the proposal, with 38 students of the Secondary Level Education from a public school in Manaus – AM, located in the West zone, it was organized in three stages: the presentation of superconductors application and the central problem to be solved; the application of a questionnaire to evaluate the previous knowledge of the students; the approach of each block of content and resolution of the central problem. For this last stage, the approach of the Superconductivity theme, was organized in six blocks of contents: Historical Context; Current and resistance; Zero Resistivity and effect Meissner; superconductor x perfect conductor; theory BCS; 6) types of superconductors. The analysis of its data started from the specifics problems resolution proposed in each block and the results showed that the insertion of Superconductivity in the Secondary Level Education, by means of the Learning Process Based on Problems, enabled the Physics teaching contextualized and that allowed students to list the scientific knowledge with the daily life.