Ensino na Educação Básica
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Navegando Ensino na Educação Básica por Autor "Alvarenga, Flavio Gimenes"
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- ItemAtividades matemáticas investigativas e os desdobramentos de algumas etapas : um estudo de caso exploratório-descritivo realizado com uma professora atuante nos anos finais do ensino fundamental(Universidade Federal do Espírito Santo, 2016-12-23) Almeida Junior, Carlos Alberto Afonso de; Siqueira Filho, Moysés Gonçalves; Cesana, Andressa; Alvarenga, Flavio Gimenes; Bertini, Luciane de Fatima; Fassarella, Lúcio SouzaIt presents a study of a exploratory-descriptive case. It describes the attitudes and postures of a mathematics teacher while applying four mathematical investigative activities in two of her classes, in a municipal school located in São Mateus-ES. It identifies the potentialities, both positives and negatives, of mathematical communication and/or group work promoted from the given tasks, divided into four steps: planning, exploring, socialization and evaluation. It aims to answer the research problem: Which didactic-pedagogical practices can be identified in a mathematics teacher when working with investigative activities in the classroom?. It adopts as theoretical references the works of Ponte, Brocardo and Oliveira (2013); Ponte et al (1998a); Sancristán (2000). It emphasizes the problem of time administration, as consequence of external factors from the classroom. It concludes that, in spite of considering the mathematical investigation important to new content's treatment, the teacher indicated that it is not possible to always implement it, because it requires too many time to select and prepare the activities, and also it needs the help of others professionals for now, since she does not feel prepared to elaborate and/or plan the tasks.
- ItemO ensino de eletrostática na educação básica baseado em experimentos históricos utilizando um kit de baixo custo(Universidade Federal do Espírito Santo, 2019-03-21) Oliveira, Ronaldo Furtado de; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; https://orcid.org/; http://lattes.cnpq.br/8229130893413034; Alvarenga, Flavio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; Assis, Andre Koch Torres de; https://orcid.org/; http://lattes.cnpq.br/8539007072922745The present work was developed with the objective of making the teaching of electrostatics more attractive and meaningful for students of basic education. With the theoretical support of David Ausubel's Significant Learning, a series of experiments were carried out using a Kit, made by the students themselves, containing several historical experimental apparatus made with materials of easy access and low cost. With this kit the students explored several concepts in electrostatic, such as frictional, contact and inductive electrification, conductive and insulating materials, surface charge distribution, positive and negative charges, electrical grounding, electric potential, polarization of electric charges and electrostatic shielding. The research was carried out with students of the 3rd year of high school of a state school in the municipality of Vila Pavão ES. First, a questionnaire was given to the students, with the aim of probing their previous knowledge regarding the electrostatic content addressed in the research. In the course of the work, there was a great enthusiasm on the part of the students in constructing the experimental apparatus, with materials that are part of their daily life. They were very surprised and intrigued by the results obtained experimentally, this was very clear in their gestures and expressions. At the end of the research the students presented the experimental apparatus made by themselves a science fair organized by the college. Three months after the end of the work, the students wrote a free text telling the importance that the research had for them. In this text it can be observed that for all the students the construction of the experimental apparatuses, as well as the realization of the experiments, had a positive meaning for them. They all reported in their texts that it would be much easier to understand the contents of physics if they were worked experimentally and contextualized.
- ItemO ENSINO DE FÍSICA NO SISTEMA PRISIONAL(Universidade Federal do Espírito Santo, 2019-03-27) Souza, Jucimara Felix dos Santos de; Alvarenga, Flavio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; https://orcid.org/0000-0002-0071-1588; http://lattes.cnpq.br/0610427154377696; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; Loyola, Gustavo Viali; https://orcid.org/0000000294823176; http://lattes.cnpq.br/6464661567161861According to literature one of the ways to reduce the distance between the theory exposed in the classroom and the physical phenomena of students' everyday life is the use of experimental classes to demonstrate and study such phenomena. However, there are some difficulties for the application of these classes due to the absence of science labs in some schools, including the school inside the prison system, since it is prohibited the entrance of any pointed material, the use of fire, electrical wires , glass or any other material that may pose a risk to the safety of the system. The work proposes the use of technology - videos with experiments - as an auxiliary tool to the lectures and had as a theoretical reference the theory of Significant Learning of David Ausubel, considering the previous knowledge of the student. The evidence of conceptual evolution after the use of this tool was analyzed through two questionnaires, one open and one closed, identifying previous knowledge and the way students use the terms heat and temperature and their definitions. After the analysis of these questionnaires, a didactic sequence on temperature and heat was prepared containing experiments with daily scenes in videos about the propagation of heat, which were transmitted through television, which the students of the prison system have access to. A total of 25 students, from the second stage of high school - EJA, were submitted to the tests and after the didactic sequence was administered, the questionnaire was applied to verify the students' learning, being necessary a total of 6 classes, lasting 50 minutes. The results showed that there were improvements in the understanding of the initial Physical concepts of Thermodynamics, and consequently, a scientific literacy. The motivation to understand the physical phenomena of daily life may have been fundamental to achieve these results. The use of television in physics teaching has awakened a didactic look at other teachers, becoming a usual tool in other disciplines for teaching classes with documentaries, slides and even videos. It is noteworthy that during the literature review on the teaching of sciences in the prison system, researches were only found in the fields of Chemistry and Biology, making the present research as a pioneer in the teaching of Physics in the prison system.
- ItemO uso da astronomia como eixo temático motivador para introdução ao estudo de cinemática no ensino médio(Universidade Federal do Espírito Santo, 2016-03-22) Frinhani, Geysa; Pereira, Marcia Regina Santana; Kantor, Carlos Aparecido; Alvarenga, Flavio Gimenes; Bisch, Sergio MascarelloThis paper describes an educational intervention carried out in Physics classes with students from the first year of high school. This is the construction and application of a didactic sequence on kinematics, which used astronomy as a motivator theme and was based on the teaching and research for the theory of meaningful learning of David Ausubel. Was produced and applied by the author, characterizing it, therefore, as an action research, the nature of which is qualitative. The implementation of activities was held at the “Community Rural State School of Colatina” in 2015 and involved 36 students enrolled in the matutinal and Professor of Physics, also the researcher. The production of the adopted didactic sequence was based on the results obtained in the preliminary analysis of textbooks selected PNLD (nacional avaliation of textbooks) Physics in 2012. This analysis sought to identify the occurrence of specific content of Astronomy, and how these contents are covered in the books (curiosities, proposed exercises, introductory arguments, etc.). The objective of the research is investigate the possibility of effective use of content on Astronomy as a main axis for teaching kinematics. The instruments used for the production of data that will support the analysis were a field diary of the teacher-researcher, a diagnostic research with students and concept maps produced by students.