Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Outro Explorando a relatividade geral através de diferentes estilos de aprendizagem(2024-10-29) Maciel, Arleson ProtázioDissertação 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 Supercondutividade: uma sequência didática para introdução do tema no ensino médio e a percepção dos professores do município de Tabatinga – AM(2024-10-08) Rocha, Reinaldo CarneiroOutro 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.Outro Teoria da relatividade restrita de Einstein para alunos do ensino médio utilizando filmes de ficção científica como recurso didático(2024-10-08) Mendes, Raimundo Wagner PereiraDissertação Teoria da relatividade restrita de Einstein para alunos do ensino médio utilizando filmes de ficção científica como recurso didático(2024-10-08) Mendes, Raimundo Wagner Pereira; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Rivera, Jose Anglada; http://lattes.cnpq.br/5724564590431920; Nascimento, Denise Andrade do; http://lattes.cnpq.br/3111593924862886The theory o of restricted relativity, developed by physicist Albert Einstein, considers that time and space are intrinsically related. According to the theory of special relativity, at speeds close to that of light, time and space become relative. The purpose of this work is to use a teaching strategy that facilitates the understanding of these concepts through a didactic sequence using entertainment as a facilitating and meaningful action with the presentation of science fiction films, Interstellar (2014) and Planet of the Apes (1968), acclaimed by film critics, which clearly present the foundations of Einstein's Special Theory of Relativity. The educational product was applied to a 2nd grade high school class at a state public school in the city of Manaus-AM. Having Ausubel's significant learning as its theoretical basis, the film was shown in line with the presentation of Einstein's postulates and some concepts from the Special Theory of Relativity so that the confrontation between common sense and the study of science could take place, so that students could achieve realize the importance of building physical knowledge as a significant part of the learning process. The data collected was analyzed qualitatively and, as an educational product, we present a text to support teachers who wish to use films with an investigative approach to teaching scientific concepts.Outro O ensino do efeito fotoelétrico em situações do cotidiano através de jogos e modelagem(2024-03-09) Oliveira, Soetânia Santos deOutro A construção de uma UEPS para o ensino do efeito DOPPLER relativístico com elementos contextuais da cosmologia(2023-12-11) Barbosa, Verônica TavaresDissertação 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 learning