Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
Notícias
Acesso aberto a documentos
Navegar
6 resultados
Resultados da Pesquisa
Other Sequência de ensino-aprendizagem para as três leis de Newton a partir da robótica educacional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-22) Silva, Romário Antônio Sousa da; Borges, Denilson da SilvaThesis Aprendizagem baseada em projetos para o ensino de física: uma sequência de ensino-aprendizagem sobre as leis de Newton a partir da robótica educacional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-08-22) Silva, Romário Antônio Sousa daThis dissertation aims to evaluate the effectiveness of the Project-Based Learning methodology applied to the teaching of Newton's three laws, using educational robotics as a mediation tool in the teaching-learning process. The research was developed at the Professor Jorge Karam Neto State School, in the city of Manaus-AM, seeking to understand how the integration between theory and practice, through the construction and programming of robots, can favor the learning of the fundamental concepts of dynamics. The development of the work was structured in four phases: analysis, elaboration, implementation and evaluation. In the analysis phase, diagnostic questionnaires were applied to identify the students' prior knowledge and their learning needs in relation to Newton's laws. Based on these data, a teaching-learning sequence based on Project-Based Learning was developed, in which the students, organized in groups, planned, assembled and programmed robots capable of participating in practical challenges, such as tug-of-war and sumo wrestling competitions. During implementation, students were challenged to apply concepts of force, mass, acceleration, and action and reaction to optimize the performance of prototypes, integrating physical knowledge into the assembly and programming processes of devices. Assessment was carried out continuously, using formative assessment instruments, using specific rubrics that allowed monitoring the progress of students in criteria such as understanding of concepts, teamwork, application of data, and reflection on their own learning process. In addition to the formative assessment, a final assessment was conducted on students' perceptions of the activities performed. The results demonstrated that the use of educational robotics, combined with the Project-Based Learning methodology, provided a more dynamic, collaborative, and meaningful learning environment, contributing to a better understanding of physical concepts and the development of essential skills, such as critical thinking, logical reasoning, and problem-solving. It is concluded that the adopted approach not only promoted the strengthening of Physics knowledge, but also encouraged autonomy, protagonism and student engagement, demonstrating that active methodologies integrated with technology constitute an effective strategy for improving Physics teaching, especially in high school.Outro Minicursos temáticos como estratégia para o ensino de física(2016-12-15) Cabral, Fernanda Carolina Freitas; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Pacobahyba, Luiz Henrique; http://lattes.cnpq.br/8694960488322263; http://repositorio.ifam.edu.br/jspui/handle/4321/882Dissertação Minicursos temáticos como estratégia de sensibilização para a educação e segurança no trânsito: a física no trânsito(2016-12-15) Cabral, Fernanda Carolina Freitas; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Pacobahyba, Luiz Henrique; http://lattes.cnpq.br/8694960488322263The Thematic Short Courses project with an awareness strategy for physics teaching came from a recurring social problem and which impact is reflected in the daily lives of all of us, the traffic. This issue can be approached in the classroom through the awareness to the subject, for this reason, it is possible that such knowledge can incorporate its own meanings in Physics Teaching and it starts to make sense in the student's daily life. This study aimed to evaluate the role of Traffic Education and associate it to Physics Teaching so as to promote changes in behavior, even though it is a long-term change, of future drivers. Students from the second year of High School Education (Junior year) of a state educational institution in the city of Manaus participated in this survey. The theoretical framework adopted was the meaningful learning by David Ausubel, that provides guidance on the use and the benefit of student’s previous knowledge. This research describes the development of educational activities through the short courses of Physics, characterized as an educational product and it also reports a particular experience in the classroom in order to enable a more critical education regarding Newton's Laws, so that it can be reproduced and improved.Outro Utilizando jogos eletrônicos para o ensino das leis de Newton no primeiro ano do ensino médio(2021-12-19) Lima, Allan Lopes; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Garcia, Ramón Paudel Peña; http://repositorio.ifam.edu.br/jspui/handle/4321/839Dissertação Utilizando jogos eletrônicos para o ensino das leis de Newton no primeiro ano do ensino médio(2021-12-19) Lima, Allan Lopes; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Garcia, Ramón Paudel PeñaTeaching physics in our country presents great challenges, as teaching methods have not evolved along with the technology we have available. Physics teaching is based on traditional methods, which for a large part of students are not attractive, because outside the classroom they are used to using technology for the most different tasks. The present work seeks to present a method inspired by the ideas of the Behaviorist Skinner thinker, allied to the principles of Vygotsky's socio-affective interaction, as well as the concepts of significant learning by Ausubel, to insert the use of cell phones and electronic games in the teaching-learning process. With this vision in mind, a mobile game was developed, addressing issues related to the concepts and applications of Newton's laws. This work was applied at the state school Marcantônio Vilaça II, known as CMPM II, in the city of Manaus, Amazonas. The application of the project consisted of evaluating two classes, to compare yields. In one class, the game was used as part of the teaching-learning process, in the other class the activities were worked out using the traditional expository method and with exercise resolutions. The two classes initially had expository classes, presentation of concepts, but when working on activities, in one it was solving exercises and in the other the activity was for the student to be entertained with the game. At the end of the didactic sequence, a test was applied to assess which of the classes managed to better absorb the content. The useof games was well accepted by students, and at the end of this work we will show how this contributed to meaningful learning.