Mestrado Profissional em Ensino de Física - MNPEF
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
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4 resultados
Resultados da Pesquisa
Outro Conectando ideias e iluminando conceitos: explorando a radiação do corpo negro por meio da metodologia Peer Instruction(2025-05-02) Marinho, Ludimilson Mota; Salmon, Octávio Daniel RodriguezThis work presents a Didactic Sequence (SD) formulated from the dissertation titled "EXPLORING THE CONCEPTS OF BLACKBODY RADIATION FROM CLASSICAL TO MODERN PHYSICS WITH THE PEER INSTRUCTION METHODOLOGY," which investigated the effectiveness of the Peer Instruction (PI) methodology in teaching blackbody radiation concepts to students in the 11th stage of EJA (Youth and Adult Education). The main objective of the SD is to relate the types of electromagnetic radiation, especially thermal radiation, to the laws of Classical and Modern Physics that describe the radiation emitted and/or absorbed by a blackbody, using the PI methodology as a tool to promote active learning. The choice of PI is justified by its suitability to the EJA teaching structure, which combines synchronous classes (Mondays and Fridays) and face-to-face classes (Tuesdays, Wednesdays, and Thursdays). Asynchronous classes were used for the pre-class moment, where students had their first contact with the content. Face-to-face classes were used for the in-class moment, where content was reviewed based on students' difficulties, and to promote peer discussion. Following the implementation of the SD's preliminary version, the in-class moments were adjusted to better address the difficulties presented by the students. The SD consists of 4 classes, each lasting 55 minutes. The first 3 classes are structured around a pre-class moment and an in-class moment. However, these classes should have ideally been divided into 3 moments: pre-class, in-class, and post-class, where the objective is to consolidate learning through problem-solving. Nevertheless, considering the reality of the EJA students, the post-class moment was applied in the fourth class. The results from the SD's application indicated that students achieved at least 70% accuracy in problem solving situations, demonstrating the effectiveness of the PI methodology in teaching complex modern physics concepts within the EJA context.Outro TRRS, um ajustepsicológico eficaz para a aprendizagem do MRU e MRUV: uma jornada com a teoria de Duval, da construção dos registros de representação à descoberta de suas unidades significantes(2025-04-25) Bata, Ismael Freire; Campos, José GalúcioThis educational product consists of a didactic sequence applied to 9th-grade students in the state public school system of Amazonas. The sequence is the result of the dissertation entitled "The Teaching of Uniform and Uniformly Varied Motion under Duval's Semiotic Perspective," which aimed to evaluate the effectiveness of the Theory of Semiotic Representation Registers (TSRR) as a psychological adjustment for the occurrence of learning kinematic concepts for 9th-grade students in Elementary School II. This didactic sequence seeks to promote the learning of the description in native language, algebraic language, and graphical language of Uniform Rectilinear Motion (URM) and Uniformly Varied Rectilinear Motion (UVRM) through the TSRR. Furthermore, it offers a proposal for assessing learning through tests composed of discursive and objective items. The proposed learning objectives are based on Bloom's Taxonomy and consider Hattie's definition of visible learning to make students active participants throughout the learning process. The sequence is aligned with the National Common Core Curriculum so that it can be applied to both the 9th grade of Elementary School II and the 1st year of high school. It presents a teaching methodology constructed based on the TSRR, organized into two thematic units that should be applied over a minimum of eight 45-minute lessons. All lessons are described in detail to facilitate their reapplication in real learning environments distinct from the one in which it was developed.Dissertação Explorando os conceitos da radiação do corpo negro desde a física clássica até a moderna por meio da metodologia Peer Instruction(2025-05-02) Marinho, Ludimilson Mota; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Dinóla Neto, Francisco; http://lattes.cnpq.br/7771047564721972The present research aims to investigate evidence of improved learning among Youth and Adult Education (EJA) students regarding the classical and modern descriptions of black-body radiation, resulting from the integration of the Peer Instruction (PI) methodology into the teaching-learning process. To achieve this objective, a qualitative study with an action research approach was conducted with 28 students in the 11th stage of the 2024 academic year of the Youth and Adult Education (EJA) program at the Antônio da Encarnação Filho State School, within the Amazonas State education network. Aligned with the theoretical framework of learning, the collected data were obtained through conceptual learning verification tests administered before, during, and after the lessons. The data analysis was performed using Content Analysis, with student responses as the unit of analysis. The data were categorized into Conceptual Understanding, Knowledge Application, and Opinion Change. The research concluded that the PI teaching methodology is effective in optimizing classroom time, promoting student engagement, and gradually improving their state of understanding and ability to apply the content. Consequently, students are able to progress from a partial understanding or skill after the pre-class phase to demonstrating comprehension or application skills during and after the lesson.Dissertação O ensino do movimento retilíneo uniforme e uniformemente variado sob a perspectiva semiótica de Duval(2025-04-25) Bata, Ismael Freire; Campus, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This research is characterized as a translational and field study with a qualitative approach, whose main objective is to investigate the contribution of using different representations of Uniform Rectilinear Motion (URM) and Uniformly Varied Rectilinear Motion (UVRM) to the conceptual teaching-learning process and problem-solving for 9th-grade students of Elementary School II. The results of this investigation stem from the implementation of a Didactic Sequence, with a teaching methodology grounded in Raymond Duval's Theory of Semiotic Representation Registers (TSRR), applied to 72 students from two 9th-grade classes of the Colégio Militar da Polícia Militar do Amazonas I (CMPM I), designated as the intervention group. To answer the research question, the learning gain in two tests was compared between the intervention group and the control group, consisting of seventy-eight students from two classes of the same school who received traditional teaching, using Hake's normalized gain. Additionally, the learning evolution within the intervention group was verified throughout the teaching-learning process resulting from the implementation of the TSRR-based methodology. The analysis of the results was conducted using the technique known as content analysis, aiming to examine and interpret the meanings present in the students' responses. The Hake factor demonstrated an average learning gain in the intervention group compared to the control group. Furthermore, the evolution of the intervention group's results between test 1 and test 2 suggests that the TSRR represents a promising methodological path for physics teaching, especially in content that allows for multiple representations. Finally, a Didactic Sequence (DS), developed and reformulated to overcome the learning difficulties identified in both the literature and the learning environment where we implemented its preliminary version, is presented as an educational product.