Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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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 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.