Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
Notícias
Acesso aberto a documentos
Navegar
9 resultados
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.Outro O ensino da física moderna na relatividade usando o GPS como ferramenta didática(2024-10-30) Souza, Cristian Maria Costa de; Salmon, Octavio Daniel RodriguezDissertação O ensino da física moderna na relatividade usando o GPS como ferramenta didática(2024-10-30) Souza, Cristian Maria Costa de; Salmon, Dr. Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Araújo, Ijanílio Gabriel de; http://lattes.cnpq.br/5720717332159949; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302This dissertation aims to contribute to the teaching of GPS in Modern Physics, through the creation, implementation and evaluation of a didactic sequence based on the Potentially Meaningful Teaching Unit (UEPS), using as a basis the theory of Meaningful Learning by David Ausubel and the model proposed by Marco Antônio Moreira. The research was carried out in four classes, three in the second year and one in the third year of the high school, at the Sérgio Mendonça de Aquino State School, located in the rural area of the village of Novo Remanso, in the municipality of Itacoatiara. The main objective was to awaken students’ interest in understanding how GPS works, a technology so present in everyday life. In order to achieve this objective, various teaching resources were used, such as videos, questionnaires and practical activities, following the steps recommended by the National Professional Master’s Degree in Physics Teaching (MNPEF). Throughout the application of the educational product and the production of this dissertation, many learning moments were found and, as a result, the expected success was achieved. The students’ interest in understanding how GPS works was awakened and they were able to see the applicability of this technology in their daily lives. In this context, Ausubel’s Meaningful Learning approach and the model proposed by Moreira proved to be extremely effective in the teaching and learning process, by promoting the connection of students’ prior knowledge with the content covered and relating this content to everyday situations. The didactic sequence based on meaningful learning allowed a more contextualized and meaningful approach to the topic, favoring students’ understanding and contributing to their engagement in the study of Modern Physics. Based on the results obtained, it is hoped that this work can serve as a reference and inspiration for other educators who wish to teach GPS more effectively, arousing students’ interest and curiosity, as well as promoting more meaningful learning.Outro Sobre a luz: uma atividade de física moderna no ensino médio(2024-07-26) Almeida, Tiago PereiraDissertação Sobre a luz: discreta ou contínua? Uma atividade de física moderna no ensino médio(2024-08-26) Almeida, Tiago Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Moreira, Nilton Luis; http://lattes.cnpq.br/5288996471023574; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284Modern physics is evident in tv shows, movies, news broadcasts, and various contemporary technologies. Nonetheless, research in physics education suggests that the school curriculum has not adapted to these advancements. Particularly concerning the topic of light, students typically only have contact with geometric optics, without exploring more current aspects of light. Given this scenario, this dissertation aims to evaluate the contributions of using experiments and computer animations to introduce and facilitate the learning of modern physics in high school. To achieve these objectives, a literature review was conducted on the use of experiments and computer animations to introduce concepts of physical optics. Subsequently, a teaching sequence was developed to address light concepts, using computer animations and experiments as didactic resources. Later, this sequence was applied in the classroom, and the contributions of the method used were evaluated, resulting in recommendations. To collect data, questionnaires, conceptual maps, and experimental activity scripts were used. The research adopted a qualitative approach and was based on the principles of meaningful learning for data analysis. This study contributes scientifically by addressing optics beyond the geometric perspective, through experiments and computer animations grounded in learning theories. The application of the teaching sequence resulted in greater motivation among students and good performance in experimental activities and scripts, indicating the construction of knowledge and evidence of meaningful learning by learners.