Mestrado Profissional em Ensino de Física - MNPEF
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/31
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Resultados da Pesquisa
Other O ensino conceitual do modelo atômico, através do experimento da espectroscopia óptica, no ensino médio(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-15) Cordeiro, Rafael Cardoso; Sousa, José Ricardo deThesis Espectroscopia óptica: uma estratégia para uma aprendizagem significativa do modelo atômico no ensino médio(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-15) Cordeiro, Rafael CardosoThis study analyzed the effectiveness of a didactic sequence (DS), grounded in Meaningful Learning theory, which utilizes a low-cost optical spectroscopy experiment to promote the reconstruction of subsumers and the acquisition of concepts related to atomic models and spectroscopy among 11th-grade high school students. The research adopted a qualitative approach with an exploratory and descriptive design. Data collection involved both preintervention discursive and post-intervention objective conceptual tests, as well as observation records. Data were analyzed qualitatively using the content analysis method applied to the students' responses. The DS was implemented with 25 students from a public school in Manaus, Amazonas. The results indicated that the pedagogical intervention was effective. In the pre-test, the majority of students did not demonstrate robust evidence of meaningful learning on the topics. However, after the DS was implemented, a significant learning gain was observed across all topics, as measured by Hake's normalized gain. Specifically, for Wien's Law, the normalized Hake gain was 0.79, which is considered high, indicating that students understood the relationship between wavelength and temperature. For the concepts of object color (absorption and reflection), the gain was 0.94, also classified as high, showing that students grasped the process of color formation. Regarding the atomic models, the gains were 0.47 for Dalton, 0.67 for Thomson, 0.46 for Rutherford, and 0.68 for Bohr. Although these gains are considered medium, they still represent a significant improvement compared to traditional methods. Finally, for spectral lines, the gain was 0.78, a high gain. The overall normalized gain of the DS was 0.67, which indicates that the teaching methodology employed fostered active student participation and the development of conceptual understanding, thus characterizing meaningful learning.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.Outro Relatividade restrita em vídeos do YOUTUBE: o ensino através da investigação(2025-03-14) Batista, Kennedy RufinoDissertação O ensino de tópicos de relatividade restrita: uma sequência didática investigativa utilizando vídeos como ferramenta sociocultural.(2025-03-14) Batista, Kennedy Rufino; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035Currently, we are surrounded by various technological conveniences provided by the internet, with easy access to videos of different genres across different platforms being one of them. The current educational context is not only influenced by schools and lessons taught by teachers but also by elements of the digital world, where students socially interact, seek entertainment, and have access to a wide range of information on scientific and fictional topics. Thus, this research sought to investigate the contributions that an Investigative Teaching Sequence (ITS), associated with sociocultural elements such as short video lessons and science outreach videos, can bring to the conceptual learning of topics in Special Relativity in a 3rd-year high school class at a public school in Amazonas. We used Inquiry-Based Science Education as a teaching methodology, based on the works of Ana Maria Pessoa de Carvalho. As a theoretical framework for planning the activities, we considered elements of Vygotsky's sociointeractionist theory, particularly regarding the sociocultural interactions of students with the digital world through videos. To achieve our objective, the research was structured in the following steps: (1) identifying the characteristics that attract students to watch videos; (2) creating a list of videos based on these characteristics; (3) qualitatively classifying the selected videos; (4) developing and applying the ITS; (5) analyzing students' perceptions of the elements present in the research. As a result, we found that the investigative practice integrated Inquiry-Based Learning with sociocultural elements, allowing students, while solving didactic problems related to these elements, to make observations, raise hypotheses, and construct justifications. This approach created an investigative environment that led students through a scientific process, albeit simplified, as proposed by Carvalho (2013). The contributions to learning became evident through the performance of the groups in the investigative activity and the results obtained in the test, which demonstrated the understanding of the Relativity topics covered. Furthermore, students' perceptions indicated that Inquiry-Based Learning, combined with the use of videos as a sociocultural tool, significantly contributed to understanding the main ideas of the topic and to the interaction among participants during the investigative activity.