Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Outro Um ensino de eletrostática planejado construtivamente para o 9º ano(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; http://repositorio.ifam.edu.br/jspui/handle/4321/888Dissertação Um ensino de eletrostática planejado construtivamente para o 9º ano(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463The current situation of the Brazilian science education is not good, given that whenever a story is conveyed in educational journals such as the Journal School (2014) faced with a distant reality of the reality of some countries in view our performance in the final round of PISA (2006) verified that the discipline of natural sciences. Generally the teaching of natural sciences is confused with teaching just biology, and forgotten the areas of astronomy, physics and chemistry, as we find ourselves PCNEF (2012). In this work we rescued a teaching and learning theory that revolutionized the American education in the 60 Teaching by discovering Jerome Bruner and his proposal of a curriculum spiral format, where each content is proposed superficially and deeper according to the student learning, we will seek that the student becomes the center of each classroom and that exists in each class not only spectators, but builders of knowledge through teaching by discovery. The SOLO taxonomy (Structure Of The Observed Learning Outcome) provide in each class a constructive alignment between the expected learning outcomes, the method and the resources used for teaching and verification of what has been learned through short quizzes, having a reinforcement of content throughout the process of teaching and learning. When in the classroom we apply grounded in the SOLO taxonomy scripts that will be divided into 50-minute lessons presented to students the principles of electrification and the electrification processes: friction, contact and induction. Each activity will be developed individually or in motivating staff always seeking the student build their own knowledge having with guiding the teacher in the classroom. However it is essential that the reader does not understand this project as savior of physical education for elementary schools, as there are some research in this educational line, of course not on the constructive planning, for example, (Terrimar Ignacio Pasqualetto, 2011), as well other methods can be used, but it is clear that the constructive alignment and teaching by discovery are very good teaching strategies when applied in physics teaching.Outro O teatro científico como organizador prévio de conceitos da eletrostática: manual de orientação ao professor(2018-04-27) Nascimento, Erlande D’Ávila do; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692The manual "The scientific theater as a previous organizer of electrostatic concepts: Manual of Orientation to the teacher, is the product of the research carried out during the Professional Master's in Technological Teaching developed by the Federal Institute of Education, Science and Technology of Amazonas- IFAM. The purpose of this manual is to present the scientific theater as an instrument capable of providing the teacher with the concepts of force, energy and field that are fundamental knowledge in the study of electromagnetism , in the electrostatic content in order to favor the understanding of previous knowledge of the students, working the playful potential, expression and insightful communication. In this way, the scientific theater as a previous organizer can be considered a space for different classes, classes that encourage the production of knowledge in non-formal environments, being able to converge from an expositive class to a playful environment that stimulates memory, attention, students to learn new knowledge.Dissertação O teatro científico como organizador prévio de conceitos da eletrostática(2018-04-27) Nascimento, Erlande D’Ávila do; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692The teaching and learning of electrostatics, content usually presented in the last year of high school, in addition to mathematical approaches and vector algebra, requires the student previous knowledge of concepts seen in previous series and emphasize the concepts of strength, energy and field. But not always, this prior knowledge, contained in the cognitive structure of the student, has its scientific meaning stabilized and despite the familiarity with the concept still identifies difficulty in learning. We see in the scientific theater a proposal of work capable of promoting the organization of previous knowledge of students, which works the potential that people have of expression and conscious communication. The present research aims to investigate in which aspects the scientific theater can be configured as a previous organizer for the significant learning of electrostatic concepts for students of the second year of High School of the Federal Institute of Education, Science and Technology of Acre (Ifac), Rio Branco Campus. To guide our research, the Research-action was used as research methodology and to collect the data was used the diagnostic questionnaire, interviews and script of the theater play. For the study of the scientific theater as a previous organizer, the proposal is based on significant learning theory and previous organizers. Two groups of students participated in this research. The group that is the focus of this work was composed of 24 students of the 2nd year of High School who attended the play (audience). The other group containing 33 students from the 3rd year of high school collaborated in the construction of the script, in the operationalization of the play and its staging. In order to identify students' prior knowledge, we applied a diagnostic questionnaire and based on the results obtained, the proposal was made to implement the scientific theater as a previous organizer of electrostatic concepts. The results proved the efficacy of the scientific theater as a previous organizer for second year high school students, besides promoting learning in the students who participated as actors and support staff. An orientation manual was developed as a product of this research, entitled "The scientific theater as the previous organizer of electrostatic concepts - Teacher orientation manual", with the objective of encouraging the teaching and learning of electrostatic concepts through scientific theater in schools.