Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17608
Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
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URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

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Navegando Ensino na Educação Básica por Autor "Alvarenga, Flávio Gimenes"

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    A física em espaços não formais de ensino : uma proposta de divulgação científica na cidade de São Mateus norte do Espírito Santo
    (Universidade Federal do Espírito Santo, 2018-06-11) Bravo, Igor Donizete Nunes; Pereira, Rodrigo Dias; Pereira, Márcia Regina Santana; Alvarenga, Flávio Gimenes; Camiletti, Giuseppi Gava
    The present study discusses the proposal of a scientific, itinerant and interactive exhibition in a space of non formal education of the city of São Mateus, in the north of the State of Espírito Santo. The exhibition titled "What is this wave?" It is configured as an activity of scientific dissemination in a non-formal educational space. The whole project, from conception to construction, was developed based on the concept of waves and sound. For its elaboration, eight experimental modules and banners were constructed that, together, compose the design of the exhibition and guarantee the narrative of the same one. Starting with the concept of transverse wave, longitudinal, reflection, standing wave, resonance, Chladni figure, open tubes and finished with the closed tube wave concept. To ensure the exposure message, eight monitors were trained to mediate exposure and help the audience understand the exposure message. During the exhibition in the chosen non-formal space, it was observed the interaction of the public with the experimental modules, monitors and other visitors. As a result, he verified the presence of mental, auditory, interactive and dialogued interactions. In addition to these modalities of observed interactions, it was perceived that the exhibition generated many dialogues and interventions with the public that visited it. Still in relation to the public, it was observed through the guestbook that the exhibition received visits from people from different neighborhoods of the cities and also from the cities. In conclusion, the exhibition fulfilled its role of clearly transmitting themes of waves to the public. The work proved to be highly positive for the continuation of scientific dissemination activities in non-formal educational spaces. It also revealed points that need to be restructured to get better quality in future exposures.
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    Cosmologia e atividades investigativas no ensino médio : um estudo sobre efeitos dessa abordagem sobre a aprendizagem dos estudantes
    (Universidade Federal do Espírito Santo, 2016-03-17) Seferin, Ádila Motta Leite; Coelho, Geide Rosa; Alvarenga, Flávio Gimenes; Pereira, Márcia Regina Santana; Buffon, Luiz Otávio
    This dissertation adopts the idea of teaching and learning by conducting investigations as a basis for the structuring a Teaching Sequence on Cosmology and Modern and Contemporary Physics for high school, focusing on three investigative activities. The goal is to understand how to use this approach contributes to the learning of different content types - conceptual, procedural and attitudinal - students through knowledge sharing in the classroom. The research is qualitative, guided by the perspective of critical-collaborative action. It was developed by an educational intervention carried out in Public High School, located in Vitória-ES in 2014. The research involved 134 students of the second year enrolled in the afternoon shift and the Physics teacher responsible for the class. In addition to the proposal for Teaching Sequence we has developed a text on cosmology for conceptual support, media material for use in the exhibition-dialogued classes and three proposals for investigative activities. The data that subsidize analyzes were produced by means of investigative activities and representation of the Universe, a researcher's field diary and opinion questionnaire answered by the students. The results point to an evolution in the level of generalization of the students in the formation of scientific concepts related to Cosmology. In addition to having a satisfactory procedures development index related to the organization, strategies, inferences and systematization, in preparing the research plan in an attempt to solution to the proposed problem. Changes were observed with regard to learning of attitudes of the students such as respect with colleagues and improved teamwork, autonomy and critical in the search for solutions of the presented activities. Thus, it is possible to discern potential in adopting the perspective of Inquiry-Based Teaching and its potentialities for addressing Cosmology topics for insertion of Modern and Contemporary Physics in High School dynamic and contextualized way, allowing time students further discussion, learning and engagement in the learning process.
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    Proposta de uma metodologia de ensino inspirada nos métodos pensar-emparelhar-compartilhar e instrução por pares : uma implementação para o ensino de indução eletromagnética
    (Universidade Federal do Espírito Santo, 2018-07-03) Ferreira, Maria Inês Aparecida; Alvarenga, Flávio Gimenes; Nicolin, Emmanuel Marcel Favre; Loyola, Gustavo Viali; Pereira, Marcia Regina Santana
    In this work we use the active methodology, which proposes a more student-oriented teaching aiming to make it more participative, critical and autonomous. To do this, we draw on two active methods, Think-Pair-Share and Peer-to-Peer Education, and create a method where we use conceptual tests to encourage conceptual learning and engage students in a supportive environment to motivate them to learn. We implemented the method in four classes of higher education of the Federal University of Espírito Santo, on the campus of the city of São Mateus, in three classes, with the content of electromagnetic induction. The classes were divided in stages and counted on the execution of experiments, presentation of the content, made from previously constructed slides and execution of the method, where the students answered five tests, first individually and then in a group. In the last class we performed a final test containing nine conceptual questions with all presented content. For the data, we used the method of content analysis, proposed by Laurence Bardin, for a reflexive analysis regarding the interpretation of the collected data and, from this, we made assumptions about the difficulties that the students have about the content. We asked them to give their opinion about the method and we used them, along with our observations in the lessons, to study the impacts that the method provided. We saw that the method was well accepted, this was well highlighted in the students' opinions. Their attitude in the room, where they were participatory and interested, reinforced this conclusion. In most conceptual tests there was an increase in the number of correct answers after the students had gathered. The final test served to reflect on the continuity of students' studies outside the classroom and how we can encourage them at that point. We conclude that the method has brought improvements in the communication, participation, argumentation and active presence of students in the classroom, and with this, we see good perspectives to continue the studies and applications of this and other methods.
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    Teoria da relatividade restrita : uma sequência didática para o ensino médio abordando os conceitos de aberração da luz, contração espacial de Lorentz, efeitos Doppler, Terrel e Penrose
    (Universidade Federal do Espírito Santo, 2019-04-25) Souza, Daniel Santos de; Loyola, Gustavo Viali; Alvarenga, Flávio Gimenes; Pereira, Marcia Regina Santana; Fracalossi, Raphael
    This research had as objective to develop and analyze alternatives of approach of the Theory of Restricted Relativity as a content worked in the 1st year of High School, through interventions and constructive practices, focusing on the virtual visualization of some relativistic effects. It was motivated by the lack of didactic tools that enable subjects to acquire mastery and systematization of knowledge about the Theory of Restricted Relativity, especially the effects of Aberration of Light (Searchlight), Lorentz Spatial Contraction, Relativistic Doppler and Penrose-Terrell Rotation. Methodologically, it consisted in the application of a didactic sequence, during eight classes, using multimodal instruments (slides, animations, illustrations, photos, images and texts), that served as guides for the promotion of dialogues and consequent understanding of the theoretical aspects and visuals of the Theory of Restricted Relativity. The work was focused on the qualitative understanding of relativistic effects, emphasizing the display of images and videos through glasses of Virtual Reality, which were configured as a didactic resource to understand the effects. Simulators of virtual experiments, animations and GIFs were also used to illustrate situations related to daily life. It concluded, from the observation and analysis of the records of the classes, that the instruments used, especially the glasses of Virtual Reality, collaborated as motivators for the transmission of the concepts inherent in the Theory of Restricted Relativity, contributing to the reduction of distraction and promoting greater interaction among students, stimulating them to become protagonists. It also pointed out that teacher mediation, through the introduction of initial inquiries at the moments of discussion, was decisive so that the students did not remain mere spectators.