Mestrado Profissional em Ensino de Física - MNPEF
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
Navegar
Dissertação Abordagem do efeito fotoelétrico no ensino médio: uma sequência didática como estratégia(2023-08-04) Pinheiro, Ariane Gonçalves; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601; Borges , Denilson da Silva; http://lattes.cnpq.br/7149037835888302Faced with so many available technologies, the discovery of the Photoelectric Effect has its importance for a better understanding of the nature of light, its application made possible better living conditions in society. All in all, this work aimed to approach the theme Photoelectric Effect in the classroom, through a Didactic Sequence as a learning strategy, for high school students, from the perspective of David Ausubel's theory of meaningful learning, so that the student to leave the idea of common sense, and arrive at scientific knowledge. The methodology to be used will be an experience report, that is, a qualitative approach and later theoretically grounded.Dissertação Abordando conceitos fundamentais da teoria da relatividade geral no terceiro ano do ensino médio(2024-10-29) Maciel, Arleson Protázio; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Alcaide, Ernesto Govea; http://lattes.cnpq.br/4402159171600013This material aims to address fundamental concepts of the Theory of General Relativity for high school students, and to show the importance of this theory created by physicist Albert Einstein, where it has great relevance in our daily lives and important technological applications. It is worth noting that this theory is rarely cited in textbooks, and we know its importance for the history of Modern Physics. This work aims to show concepts of the Theory of General Relativity and its applications using a didactic tool that makes it possible to explore the Visual, Auditory, Writing/Reading and Synesthetic (VARK) of the student, where it allows the same to understand their learning preference, and thus facilitating the absorption of knowledge. The data collection method was the use of objective and subjective questionnaires, and the analysis of these data was quantitative and qualitative. The main results indicate that by using innovative methodologies, such as VARK, it is possible to approach these concepts of General Relativity in basic education. These results suggest that, in order to didactically transpose concepts of this theory, it is necessary to use pedagogical tools that adapt to the knowledge already obtained by students. This research was a contribution to the teaching of physics in the approach of complex concepts of Modern Physics, providing new perspectives to better work these concepts of Relativity in high school. David Ausubel's Meaningful Learning played a crucial role in the application of this methodology and the theme addressed.Outro Atividades experimentais de óptica(2017-10-17) Chagas, Placilene Cardoso das; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Dinóla, Isabel Cristina Souza; http://lattes.cnpq.br/4739583498372611; http://repositorio.ifam.edu.br/jspui/handle/4321/438Outro Cinemática relativística: construção de uma UEPS para o novo ensino médio por um olhar histórico e com o uso de simulações(2024-10-22) Castro, Emerson Bruno OliveiraDissertação Cinemática relativística: construção de uma UEPS para o novo ensino médio por um olhar histórico e com o uso de simuladores(2024-10-22) Castro, Emerson Bruno Oliveira; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Mota, Deniz dos Santos; http://lattes.cnpq.br/3632354915141735; Silva , Márcio Gomes da; http://lattes.cnpq.br/2363782297790054The dissertation investigates the teaching of Relativistic Kinematics in high school, highlighting its historical importance and current relevance, particularly in the context of the New High School Curriculum and the BNCC. The study emphasizes the use of interactive simulations and teaching methods such as Peer Instruction and Formative Assessment to facilitate the understanding of complex concepts like time dilation and length contraction. Vygotsky's theory, which values social interaction and cultural mediation, and Ausubel's theory of meaningful learning, which prioritizes integrating new knowledge with existing concepts, underpin the methodology. The dissertation explores the use of continuous assessments and feedback to adapt teaching to students' individual needs, promoting critical and meaningful learning in the study of Special Relativity and integrating Modern Physics content.Dissertação 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 learningOutro A construção de uma UEPS para o ensino do efeito DOPPLER relativístico com elementos contextuais da cosmologia(2023-12-11) Barbosa, Verônica TavaresDissertação Descobrindo conceitos cinemáticos e dinâmicos através da interatividade e da leitura: uma prática investigativa em física(2019-08-12) Santos Júnior, Marcelo dos; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Marcio Gomes da; http://lattes.cnpq.br/2363782297790054; Fonseca, Thiago Lobo; http://lattes.cnpq.br/5010081570733897; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035The teaching of physics centered on the memorization of formulas and repetitive exercises has washed away the predominance of a didactic-pedagogical procedure that left the research scope of this science in a secondary or even non-existent character. And, faced with new educational requirements with an emphasis on skills and competency development, the memory focus on physics has become inefficient. In order to follow an investigative approach, it was decided to elaborate a didactic sequence in Jorde's investigative perspective to two classes of the 1st year of high school. In order to contemplate this educational itinerary, didactic practice was divided into seven stages anchored in real, virtual experiments and in reading through problem situations. With interactivity and collective discussion contemplating such stages, Lev Vygotsky's theory of learning was used as theoretical support. As educational practice also used previous knowledge and organizers to achieve the objectives of the research, the theory of David Ausubel was also used in an integrated way. The last part of the methodology basically consisted of contemplating the final objective of the didactic product, which basically consisted in the individual construction of a conceptual map interconnecting kinematic and dynamic concepts through the relation between Newton's first two laws and the causes of accelerated and / or rectilinear. Through qualitative and quantitative data it was possible to perceive to extract evidence of significant learning from the student body, both during and after the research. The results analyzed separately from each class, as well as the comparative results, showed an indicative of effective learning of kinematic and dynamic concepts.Outro Descobrindo conceitos cinemáticos e dinâmicos através da interatividade e da leitura: uma prática investigativa em física(2019-08-12) Santos Júnior, Marcelo dos; 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; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; http://repositorio.ifam.edu.br/jspui/handle/4321/663Dissertação Do princípio de conservação de energia mecânica: uma proposta de ensino da física no ensino médio(2019-08-09) Hermida, Raimundo Fredson Maciel; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Santos, Bianca Martins; http://lattes.cnpq.br/4579645373015515; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034This paper is part of an investigation of how the obstacles to learning are overcome by the concept of Conservation of Mechanical Energy, organized through the support of Classical and contemporary authors that deal with learning, knowledge construction, didactic transposition. and the formation of the scientific spirit such as: Barchelard, Chavellard, PCN's, BNCC, Gabriel Dias, Lucia Helena among others, we seek to analyze and demonstrate the process of teaching - learning of a concept, in the context of regular school education, from the analysis of data extracted from SADEAM (Educational Performance Evaluation System of Amazonas) in 2012 and 2015 that pointed to a learning deficit of the chosen concept. After applying a questionnaire that updated and confirmed the permanence of the difficulty, a schedule of activities was elaborated considering the pedagogical assumptions that allow us to produce a supporting text linked to a didactic sequence with which it was possible to notice substantial progress in the acquisition and verbalization of the contents. addressed in this, as an alternative proposal for the teacher and student who may have interest in this.Outro Do princípio de conservação de energia mecânica: uma proposta de ensino da física no ensino médio(2019-08-09) Hermida, Raimundo Fredson Maciel; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Santos, Bianca Martins; http://lattes.cnpq.br/4579645373015515; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; http://repositorio.ifam.edu.br/jspui/handle/4321/584Dissertação 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.Outro O ensino do efeito fotoelétrico em situações do cotidiano através de jogos e modelagem(2024-03-09) Oliveira, Soetânia Santos deOutro Explorando a relatividade geral através de diferentes estilos de aprendizagem(2024-10-29) Maciel, Arleson ProtázioDissertação Inserção dos conceitos da radiação do corpo negro no ensino médio através de uma sequência didática baseada em uma UEPS(2018-09-02) Sousa Filho, Alderico dos Santos; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Arruda, Alberto Sebastião de; http://lattes.cnpq.br/7710288371318569; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463Dissertação 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.Dissertação Um projeto de unidade de ensino potencialmente significativa nas cores de Newton por meio dos fenômenos ópticos(2017-10-17) Chagas, Placilene Cardoso das; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Dinóla, Isabel Cristina Souza; http://lattes.cnpq.br/4739583498372611In the present work the study of the colors of Newton is proposed by the basic knowledge of Geometric Optics For knowledge about colors, it is necessary to have a minimum of knowledge about the optical phenomena: reflection, refraction and absorption, since the type of visual perception, which hours can be understood as an artistic approach, can also be explained by other areas of knowledge, such as physics. There are few literatures in physics that discuss or mention the colors and explain how they are perceived by the eyes. The methodology of Teaching and learning that we use to make this approach is the meaningful learning of Ausubel, in which the construction of knowledge is guided by previous knowledge, which is the essence of this theory. The exposition of the organization of knowledge is done by conceptual maps and the degree of knowledge is verified by the taxonomy SOLO. The implementation of the proposal was carried out in a Public State School with two classes of second years, each with an average of 30 students per class, where their previous knowledge was verified, then executed the previous organizers. We elaborated a didactic sequence thinking about activities carried out by the teacher and the students, as well as the process of developing the project from the increasing problems situations to be solved by the students. Initially, the students answered the questions individually and then formed groups of students who developed a problem text and experimental activities, an integral part of the product of this work. The results obtained through the didactic sequence based on meaningful learning were the gradual development of knowledge in optics, specifically in Newton's colors.Dissertação 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; http://lattes.cnpq.br/3871066069541626; Albuquerque, Douglas Ferreira de; http://lattes.cnpq.br/1684884358008078; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054Outro 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/4321/577Outro Uma proposta de um material potencialmente significativo para o estudo de física do primeiro ano do ensino técnico para os cursos de mecatrônica, eletrônica. Eletrotécnica e áreas afins(2019-12-19) Oliveira, José Francisco; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Batista, Michel Corci; http://lattes.cnpq.br/0253265789709463; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; http://repositorio.ifam.edu.br/jspui/handle/4321/810