Ensino de Física - Mestrado Profissional

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17490

Programa de Pós-Graduação em Ensino de Física

Centro: CCE
Telefone: (27) 4009 2811
URL do programa: http://www.ensinodefisica.ufes.br/

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Agora exibindo 1 - 10 de 10

De copérnico a newton: o ensino da gravitação e o movimento das marés
(Universidade Federal do Espírito Santo, 2023-08-25) Mateveli, Allinne Vezula; Alvarenga, Flávio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; https://orcid.org/; http://lattes.cnpq.br/1603058345284669; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; Monerat, Germano Amaral; https://orcid.org/0000-0003-2536-1171; http://lattes.cnpq.br/5031014907752547
This work approaches the results of the application of the educational product related to the history of Astronomy in the Teaching of Gravitation with emphasis on historical characters and facts of Astronomy and Celestial Mechanics, such as Nicolaus Copernicus, Johannes Kepler, Tyco Brahe and Isaac Newton. Having Tide Behavior as a motivating topic, since many students are curious to understand it and question “How does sea water not spill and why do high and low tides occur?” Where the proposal was the construction of a didactic sequence through a Potentially Significant Teaching Unit (UEPS) with activities planned in Team-Based Learning, and theoretical framework based on D. Ausubel's Meaningful Learning, in the transcription of M. A. Moreira, as well as data analysis was done through a report based on the use of descriptive statistics, whose concept says that it is the science that exhibits its own methods to collect, provide and adequately explain data sets, whether numerical or not, therefore, statistics is the branch of mathematics that relates facts and figures in which there is a set of methods that enable us to collect data and analyze them so that we are likely to make some interpretation of them. The educational product was applied at the Escola Família Agrícola de Ibitirama-MEPES, with students from the Second Grade of High School integrated into the Agricultural Technician, where the pedagogy of alternation is established, although we only have one class, it was very satisfactory to apply it. All classes were held during the months of August, September and October of 2022, being carried out during the implementation process of UEPS and team-based activities in the classroom, accompanied by reflections on the method, speculations and possible explanations of confusing situations. This dissertation generated the Educational Product: Historical Considerations in Teaching Gravitation and Tidal Movement.
DO QUE SÃO FEITAS TODAS AS COISAS: UMA ABORDAGEM DE DEMÓCRITO AO MODELO PADRÃO
(Universidade Federal do Espírito Santo, 2021-02-12) Silva, Edna de Souza da; Alvarenga, Flávio Gimenes; https://orcid.org/0000-0002-7579-9561; http://lattes.cnpq.br/7169430092692431; https://orcid.org/; http://lattes.cnpq.br/1206944542084571; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Brozeguini, Jardel da Costa; https://orcid.org/0000-0002-1157-5278; http://lattes.cnpq.br/6906807344681806
In a quali-quantitative approach in educational research, the results of the application of a teaching proposal on the structure of matter for High School are analyzed, focusing on the models proposed for the atom and how they changed over time. The theorical reference used is the Meaningful Learning attributed to David Ausubel. The research was developed by an educational intervention carried out in Celicilano Abel de Almeida Public High School, located in São Mateus-ES. The research involved students of the third year through the application of a didactic sequence based on a Potentially Meaningful Teaching Unit, according to Marco Antônio Moreira. For methodological development, several didactic resources and strategies to motivate students were used, such as texts, games and films. After the application of the didactic sequence, the results of the tests, the analysis of the concept maps, as well as the interaction and participation of the students, provided evidence of meaningful learning and that the material used is potentially meaningful.
Dualidade onda-partícula : uma sequência didática para o Ensino Médio com foco em atividades investigativas
(Universidade Federal do Espírito Santo, 2018-08-24) Monico, Kleidiani Moreira; Alvarenga, Flávio Gimenes; Brozeguini, Jardel da Costa; Pereira, Marcia Regina Santana
A few decades ago, the teaching of topics related to Modern and Contemporary Physics in High School played a secondary role and was often simply overlooked. However, we currently live in an increasingly globalized world where information circulates with great speed and scientific and technological advances are increasingly present in our daily. In this way, the content related to Modern and Contemporary Physics started to have an importance that maybe did not exist before, and the teaching of this content in High School started to have a mandatory character. In this context, we present in this work a proposal for the Teaching of Wave-Particle Duality content in an investigative perspective. Based on this perspective we constructed a teaching sequence, composed of conceptual support texts, activities and scripts for experimental demonstrations. The methodology used is based on investigative activities. To support our analysis, the data were processed through the application of a questionnaire, recordings of classes and a field diary. The sequence was applied in the first semester of 2018, in a class, with 35 students, from the second year of High School of the School State of Elementary and High School Aflordízio Carvalho da Silva, located in Vitória, Espírito Santo (ES). The research of quali-quanti nature, had as main objective to analyze the learning of the conceptual contents of the students. According to the results obtained, it is possible to perceive how the activities developed during the intervention have the potential to favor conceptual learning.
O conceito de campo no eletromagnetismo : uma unidade de ensino potencialmente significativa
(Universidade Federal do Espírito Santo, 2015-12-17) Rocha, Márcio Oliveira da; Gomes, Thiéberson da Silva; Oliveira, Alex Jordane de; Alvarenga, Flávio Gimenes; Segatto, Breno Rodrigues
This study reports the application of a Potentially Meaningful Teaching Unit for teaching the concept of field in the electromagnetism in a public school state. This teaching unit was elaborated based on the assumptions of the Meaningful Learning Theory and applied in a class of third grade the first quarter of 2015. The instruments used for data collection were: The activities of the students, the identification of questionnaires prior knowledge and assessment of learning and questionnaire evaluation of instructional resources. For data analysis, we adopted a qualitative approach and used as a methodological reference the Content Analysis of Bardin (1977).The qualitative analysis of activities and learning evaluation’s questionnaire showed that students have appropriated, gradually, the tackled concepts in teaching unit and they were able to apply them to solve the proposed problematical situations. The results of the questionnaire evaluation of instructional resources indicated that use of experiments, videos and computer simulations contributed to raise the interest of students for the content addressed in teaching unit. Thus, the results indicated that the Potentially Meaningful Teaching Unit, elaborated based on the assumptions of the Meaningful Learning Theory to introduce the concepts of electric and magnetic field has achieved the goals of this work.
Uma abordagem investigativa no ensino de física: das teorias de gravitação aos buracos negros
(Universidade Federal do Espírito Santo, 2021-07-28) Scherrer Neto, José Izaías Moreira; Alvarenga, Flávio Gimenes; https://orcid.org/0000-0002-7579-9561; http://lattes.cnpq.br/7169430092692431; https://orcid.org/; http://lattes.cnpq.br/7004234418445541; Pereira, Rodrigo Dias; https://orcid.org/0000-0001-9486-7374; http://lattes.cnpq.br/3414799692619699; Dorsch, Gláuber Carvalho; https://orcid.org/0000-0002-6177-366X; http://lattes.cnpq.br/2674910790826779
The main objective of this dissertation was to develop na investigative teaching sequence that allows working on the concepto of gravitation and its constrution, until reaching black holes, thus pesenting the contentes, in thes field of Classical Physics and Modern and Contemporary Physics. In the classroom, It was decided to develop activities that address topics of Classical Physics, as well as Modern and Contemporary Physics, from the perspective of teaching through research. This approach allows problematization in the classroom, expanding the intellectual freedom of students in the process of construction of scientific knowledge at school. Due to the Covid-19 pandemic, it was decided to carry out the validation, a priori, by pairs of the teaching sequence by research. The participants in the analysis, evaluation and validation process were students from the public school, Basic Education and teachers with extensive experience in the application and development of research activities. The data that supported the analyzes were collected through a validation instrument of the Investigative Teaching Sequence (ITS), available virtually, and through a recording of the meeting with the participating teachers. The result culminated in the reworking of the Investigative Teaching Sequence (ITS), increasing its potential to teach gravitation to black holes, in an investigative perspective.
Uma investigação sobre a elaboração e a utilização de um material instrucional baseado na teoria da Aprendizagem Significativa para o estudo de um tópico de mecânica no contexto rural
(Universidade Federal do Espírito Santo, 2014-07-29) Silva, Claytor Vieira da; Camiletti, Giuseppi Gava; Alvarenga, Flávio Gimenes; Lemos, Evelyse dos Santos
The main objectives of this paper were to elaborate, implement and evaluate the impact of an instructional material, addressing the principle of conservation of mechanical energy, using elements from a rural zone context. The study was conducted in a class of 21 students from the 2nd grade of High School, in a public school located in the countryside of the state of Espírito Santo. The instructional material was based on assumptions of Meaningful Learning of Ausubel and on guidelines for preparation of Potentially Meaningful Teaching Units of Moreira. The basic premise of Ausubel's theory is that meaningful learning only occurs when new information is the basis of the cognitive structure of the learner. It is necessary to find out what students already know and focus teaching on it, starting from the most general and inclusive concepts to more specific ones. The Progressive Concept Maps show positive results. Reviews Content Issues presented along the Instructional Material Questionnaire students’ opinions as well as the Diary teacher / graduate student. The approach of data analysis was qualitative. The results of concept maps showed great improvements in their conceptual hierarchy, quality and quantitative criteria considered. The results of the evaluations suggest that students demonstrate mastery of the concepts of work and energy, but had difficulty in principles of conservation of energy. Activities to respond and discuss the issues contained in the instructional material were able to provide moments of social interaction and negotiation of meaning. The opinion of the students and the logbook teacher / graduate student show that the insertion of elements of daily life in the countryside was well accepted and considered relevant to the teaching / learning of the concepts covered. These results are from an Instructional Material which is potentially significant to promote Meaningful Learning of the Principle of Conservation of Mechanical Energy for High School students.
Uma proposta de abordagem para o ensino de cinemática relativística no ensino médio baseada em aprendizagem significativa de Ausubel
(Universidade Federal do Espírito Santo, 2017-12-21) Poltronieri, Vinício Merçon; Alvarenga, Flávio Gimenes; Segatto, Breno Rodrigues; Buffon, Luiz Otávio
We teachers have experienced constant changes in the contents we teach. However, it is important to point out that not only the content but also the way we work must evolve. This dissertation presents a research which aims to highlight its importance and exemplify a way to apply the theories of renowned authors directly in the classroom. As a reference, we adopted the Meaningful Learning Theory of David Ausubel, from the point of view and Marco Antonio Moreira guidelines, and the chosen subject was the Relativistic Kinematics for high school students, from 1st to 3rd grade, which was applied as an extracurricular course at Charles Darwin Educational Center in Vitória-ES, between June and August 2016. We tried incorporating all the key elements of Meaningful Learning in class, such as prior knowledge, interactional products, subsumers and time of assimilation, in order to make the most complete and dynamic classes, checking the level of understanding of students throughout the course. Therefore, the main purpose of this dissertation is to encourage other teachers to deepen the study of educational theories, which show it is possible to improve their technique and certainly which show that even Kinematics Relativistic, famous for being anti-intuitive understanding, is not so difficult to learn if the progression of learning takes place in a logical and well-structured way.
Uma proposta de ensino sobre o sistema solar para a educação básica
(Universidade Federal do Espírito Santo, 2024-02-28) Araujo, Maikon Barbosa de; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Bisch, Sérgio Mascarello ; https://orcid.org/0000-0001-7452-5772; http://lattes.cnpq.br/7149134147983654; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/0009-0007-4364-4307; http://lattes.cnpq.br/1881390630645448; Roberto Junior, Artur Justiniano ; https://orcid.org/0000-0001-8935-2843; http://lattes.cnpq.br/6122155083160820; Alvarenga, Flávio Gimenes ; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
We observed a growing interest on the part of Basic Education students in topics related to Astronomy, contributing to this the wide dissemination of the Brazilian Astronomy and Astronautics Olympiad (OBA). The presence of Astronomy themes in official texts that refer to the curriculum, such as the National Common Curricular Base (BNCC) and the New Secondary Education, is also notable. This motivated us to propose didactic sequences, based on the Theory of Meaningful Learning (TAS), developed by David Ausubel and widely disseminated in Brazil by Marco Antônio Moreira, aimed at teaching Astronomy in Basic Education. We organize classes into didactic sequences according to themes related to the Solar System, in the form of Potentially Meaningful Teaching Units (PMTUS), seeking to promote not only conceptual learning, but investigative experiences that motivate the student to delve deeper and continue learning Astronomy. We applied our teaching proposal in a public school in the state of Espírito Santo, through an elective discipline, consisting of twenty-six students. The project took place over a period of nine weeks with two classes per week, totaling eighteen class hours. To investigate the students' prior knowledge and the existence of possible misconceptions, at the beginning of each class we apply a test related to the PMTUS theme in question. In addition to the tests, we observe students' externalizations through conversations in the classroom and dialogues in the WhatsApp’s group. At the end of applying the teaching proposal, we looked for signs of meaningful learning through the comparison of both results of the initial tests and the final test, we analyzed the dialogues in the group and the practical activities photos shared. We noticed an improvement in the final test's correct answer rates for some questions and, through the analysis of conversations and practices, we observed the commitment of the students, who went beyond what was requested, spontaneously recognizing some constellations, revealing signs of meaningful learning. The learning observed, the motivation, the interest aroused in the students during the practical activities of observing and recognizing stars in the sky, revealed in their statements, seem to indicate that the teaching units proposed and applied, to a large extent, proved to be potentially significant. We hope that our research and teaching proposal, consolidated in the educational product we present in the annex, the booklet “Guide for beginners and backpackers to the Solar System”, can bring contributions to other teachers and researchers involved in teaching Astronomy for Basic Education
Uma proposta de sequência didática envolvendo conceitos relacionados ao uso da energia fotovoltaica para o ensino fundamental
(Universidade Federal do Espírito Santo, 2023-08-29) Mattos, Romério Cossi; Silva, Mirian Do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; https://orcid.org/0009-0000-2800-1281; http://lattes.cnpq.br/4347340469822024; Sá, Eliane Ferreira de; https://orcid.org/0000-0002-0115-9799; http://lattes.cnpq.br/0775285355654581; Alvarenga, Flávio Gimenes; http://lattes.cnpq.br/7169430092692431
This work is research of the pedagogical intervention type in which the formation of basic concepts of electricity related to classical electrodynamics was investigated, from the application of a systematized didactic sequence in the three pedagogical moments with a CTS approach with the use of photovoltaic energy in elementary education. The didactic sequence consists of 12 (twelve) classes and was applied in two classes of the eighth year of elementary school, with a total of 71 students, in a school of the state education network, in the municipality of Cariacica/ES. The teaching sequence was developed in the three pedagogical moments. The specifics of each one of them are the following: moment of the initial problematization, where questions were presented that relate the basic concepts of electricity to the situations that the students witness in their daily lives; moment of knowledge organization, in which the basic concepts of electricity were systematically studied under the teacher's mediation, through dialogued expository classes and use of instructional materials, such as: experiments and computer simulation PhET (Physics Education Technology Project), made available free on the internet by the University of Colorado, which virtually simulates assemblies of electrical circuits, a demonstrative simulation of the Vascak simulator and moment of the application of knowledge, where questions were presented to approach the concepts of electricity used in daily life, dialoguing with the STS perspective. The analytical movement emphasized the appropriation process of scientific terms related to electricity, the identification of evidence of the construction of concepts related to electrical magnitudes and the practical application of this scientific and technological knowledge to different social contexts. The analytical results showed evidence that the students approached the scientifically accepted concepts and that, therefore, the educational activity developed in three pedagogical moments with the STS approach using photovoltaic energy, in the way it was xvi conducted, is a valid pedagogical alternative and suitable for teaching basic concepts of electricity referring to classical electrodynamics, from a socio-scientific perspective.
Uma proposta de sequência didática para explicar como ocorre o fluxo de elétrons no interior de um fio condutor
(Universidade Federal do Espírito Santo, 2021-03-31) Silva, Paulo Roberto Ferreira da; Pereira, Rodrigo Dias; https://orcid.org/0000-0001-9486-7374; http://lattes.cnpq.br/3414799692619699; http://lattes.cnpq.br/9166499150382537; Alvarenga, Flávio Gimenes; https://orcid.org/0000-0002-7579-9561; http://lattes.cnpq.br/7169430092692431; Monerat, Germano Amaral; https://orcid.org/0000-0003-2536-1171; http://lattes.cnpq.br/5031014907752547
This work is an action research through which a teaching proposal was investigated about the concept of electric current and its application in simple electrical circuits. According to the knowledge matrix per trimester for regular high school in the State Education Network, these contents are scheduled to be taught in the 2nd trimester of the 3rd year of high school. In general, students and teachers consider these subjects difficult, but necessary, because they are constituent parts of the National High School Exam (ENEM) and of the Evaluation Program of Basic Education of Espírito Santo (PAEBES). Moreover, it is observed that many of the terms used to conceptualize the physical quantities in electrical "phenomena" are known by students and used in everyday language of common sense. On the other hand, several papers published in the literature have shown that students have difficulty abandoning their spontaneous conceptions about the subject. In this paper, we propose the development of a sequence of lessons for teaching electric current, using as a central instrument an apparatus known as the Spiral Marble Machine. As a theoretical reference, we will use Ausubel's Theory of Meaningful Learning. In the first stage of the work, we applied a diagnostic test divided into two stages and, considering the difficulty and complexity involved in the elaboration of a diagnostic test, for the objective questions we chose to use the test developed by Silveira and collaborators and that was reapplied by Andrade and collaborators. Based on the results obtained in the pre-test, we prepared some instructional materials and applied them to two 3rd grade high school classes, totaling 57 students. We chose to develop a series of classes in which it will be possible to correct observed difficulties and, at the same time, introduce physical concepts related to electric current. We used the apparatus known as the Spiral Marble Machine, basically such apparatus is designed to move a ball from the bottom of a maze to the top. For people who prefer to physically interact with the apparatus, they can operate it manually, by means of a crank, rubber band, shooting rod, or other methods. We chose the Spiral Marble Machine because it allows an analogy regarding the passage of electrons inside a conducting wire. Conceptually, high school students, in physics classes, believe that electrons move at the speed of light, when in fact this movement is described by a quantum jump, also called an electronic atomic transition. In the last stage we applied a post-test, consisting of questions similar to the pre-test, but with a greater level of depth. The comparison between the results of the pre and post test indicated an increase in the average of the classes, and through a statistical test we can verify that this difference can be attributed to the didactic sequence used. In general, we can say that the sequence of classes and the instruments used present indications of being potentially significant.

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