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Navegando Ensino de Física - Mestrado Profissional por Autor "Alvarenga, Flavio Gimenes"
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- ItemA construção de experimentos pelos alunos do ensino técnico integrado ao médio : uma proposta de resolução de problemas no contexto de uma mostra escolar de ciência e tecnologia(Universidade Federal do Espírito Santo, 2015-12-21) Soares, Leandro Valle; Segatto, Breno Rodrigues; Alvarenga, Flavio Gimenes; Nicolin, Emmanuel Marcel Favre; Silva, Mirian do Amaral JonisThis paper reports the searching for meaningful learning evidences from the construction of experiments proposal executed by the students and presented at a science fair. The proposal was applied to a group of technical high school of the Instituto Federal do Espírito Santo (IFES), campus Guarapari, and included 27 students. It was done a preliminary analysis of dissertations about physics experiment at the Universidade Federal do Espírito Santo( UFES ), Universidade Federal do Rio Grande do Sul (UFRS) and Universidade Federal do Rio de Janeiro (UFRJ). It pointed Meaningful Learning as more approached reference, tied with Motivation. For data collection the Conceptual Maps were used before and after the construction of the experiments, pre and post test related to "safety degree" and its respective answers, besides student assessment. Data analysis was mainly qualitative approach. The results obtained by data collection showed improvement in the quality of the Conceptual Map made after the usage of the proposal and an appropriation of new and greater concepts. The post test took more hits after using the proposal and the safety degree revealed that the students were safer, based on their answers. The student evaluation questionnaire indicated increasing of the grade given by the students to the professor/master student who applied the proposal. It may be a reflection of a motivating activity. Based on the results that are presented about the analysis of the cases of significant learning, we can say that the construction of experiments proposal, also called the intervention, was successful. At least concerning to the concepts related to reflection mirrors and energy transformation.
- ItemDesenvolvimento de uma unidade de ensino potencialmente significativa usando metodologias ativas para o ensino de forças nucleares(Universidade Federal do Espírito Santo, 2019-11-11) Souza, Edson Elias de; Erthal, Joao Paulo Casaro; https://orcid.org/0000000335782340; http://lattes.cnpq.br/4049290999036716; https://orcid.org/; http://lattes.cnpq.br/; Leal, Fernando Jose Lira; https://orcid.org/; http://lattes.cnpq.br/; Alvarenga, Flavio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431The present work exposes an investigation that searchs to analyze the contributions for Nuclear Physics teaching in high school, from the utilization of a methodological approach supported on the premises of meaningful learning (ML) developed by the psych
- ItemElaboração e aplicação de atividades investigativas na formação inicial de professores da educação básica em astronomia(Universidade Federal do Espírito Santo, 2019-08-26) Vidigal, Wesley Quintiliano; Bisch, Sergio Mascarello; https://orcid.org/; http://lattes.cnpq.br/7149134147983654; https://orcid.org/0000-0002-9770-0331; http://lattes.cnpq.br/1915179811660441; Alvarenga, Flavio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; Buffon, Luiz Otavio; https://orcid.org/; http://lattes.cnpq.br/5054076130464452In this work we analyze the insertion of investigative activities on topics of basic Astronomy, such as the shape of the Earth, gravitational field, day and night, terrestrial orbit, seasons of the year, Solar System and sky observation, in a mini-course of initial training applied to two classes of undergraduate students in Biological Sciences of the Universidade Federal do Espírito Santo.
- ItemEstudo das Primeira e Segunda Leis da Termodinâmica com o emprego de experimentos e um motor Stirling(Universidade Federal do Espírito Santo, 2019-08-20) Muller, André Henrique Torres; Alvarenga, Flavio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; https://orcid.org/; http://lattes.cnpq.br/; Segatto, Breno Rodrigues; https://orcid.org/; http://lattes.cnpq.br/2380353135803549; Monerat, Germano Amaral; https://orcid.org/; http://lattes.cnpq.br/This dissertation presents a didactic sequence for the teaching of the first and second laws of thermodynamics using a prototype Stirling engine. Moreover, other experiments were developed, such as a rocket launcher using pieces of pipe and PVC connection
- ItemO estudo das diversas formas de produção de energia em uma abordagem CTSA : buscando indícios de alfabetização científica de estudantes do ensino médio(Universidade Federal do Espírito Santo, 2015-12-11) Leite, Vinícius Lopes; Coelho, Geide Rosa; Amado, Manuella Villar; Silva, Mirian do Amaral Jonis; Alvarenga, Flavio GimenesWe present a teaching sequence developed with STSE approach that aimed to develop important aspects of scientific literacy in high school students, which was developed during the first half of 2015, in a class of 40 students the first year of education East, the morning shift, the State School Aristobulo Barbosa Leão, located in Serra / ES. The STSE approach, and boost critical and reflective questions, has a functional structure that facilitated the organization of 19 classes that make up the instructional sequence, entitled "energy sources and their environmental and social impacts: evaluating costs and benefits." We chose to open questions, collective reading texts, videos consideration and discussion of issues related to them in the search for more interactive and dialogical classes. The qualitative study aimed to investigate the potential of educational intervention in the context of physical education, from the pursuit of scientific literacy of evidence in the arguments produced by the students, analyzing the quality of these arguments and epistemological present operations on them. The data were collected from the following sources: teacher logbook classes in video recordings, audio recordings of conversations, copy the written activities and interview recorded audio. The choice of a social-controversial issue as the issue of intervention and starting point of the STSE approach contributed to the success of educational intervention, since data analysis allowed us to conclude that the teaching sequence was able to contribute to scientific literacy process students and provided development of their argumentative skills. In addition to the dissertation research provided the preparation of a final product, which is developed instructional sequence and has reports of very rich experiences that occurred in me for your application.
- ItemTrilha das estrelas: um jogo facilitador no processo de ensino-aprendizagem(Universidade Federal do Espírito Santo, 2023-10-20) Secchin, Gêssica Clevelares; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; https://orcid.org/0000-0001-9816-238X; http://lattes.cnpq.br/1129003401636695; Alvarenga, Flavio Gimenes; http://lattes.cnpq.br/7169430092692431; Miranda, Antonio Carlos da SilvaUnderstanding that the teaching-learning process in relation to the discipline of Physics is a challenge for the present day, this work proposes a didactic sequence with an approach to teaching Astronomy using a didactic game with emphasis on an interdisciplinary activity with the Chemical. The methodology is structured on the qualitative analysis of the data through the construction and application of the game "Trilha das Estrelas", and research, of a descriptive and bibliographic nature, considering the transformation and production of knowledge with students of a 2nd grade class of high school in a public school in the city of Cachoeiro de ItapemirimES. From the development of activities and grounded in Vygotsky's Sociointeractionist Theory, where the interrelationship between students and professor, allows an exchange of significant knowledge and enriching experiences for learning, the importance of activities that enable the construction of new knowledge, as the main result, from a collective and cooperative process, reinforcing the development of interactions between knowledge agents, contributing to the importance of creating circumstances that promote the learning process, which allows a better meaning of scientific concepts.
- ItemUma proposta de um plano complementar de atividades contextualizado na educação profissional em eletrotécnica para o ensino dos processos de transformação de energia e eficiência energética(Universidade Federal do Espírito Santo, 2019-12-19) Rangel, Saulus Yuri Milli; Camiletti, Giuseppi Gava; https://orcid.org/0000-0002-7499-9932; http://lattes.cnpq.br/8736403052879718; https://orcid.org/; http://lattes.cnpq.br/9175578486380139; Menezes, Paulo Henrique Dias; https://orcid.org/0000-0002-3008-9830; http://lattes.cnpq.br/2655731981867549; Alvarenga, Flavio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431This study proposes the elaboration and application of an Educational Product as a Complementary Activity Plan, based on the assumptions of the Theory of Meaningful Learning and Motivation to support the teaching of the Energy Efficiency curricular unit, aiming at improving the learning of the students of the course Electrotechnical technician at Senai. In the perspective of the adopted framework, the use of the following practical actions in the classroom stands out: 1 - Mapping the students' previous conceptions, through reading tasks and discussion of conceptual issues before approaching the content; 2 - Use of different resources, such as the videos from the “Vida de República” series exploring concepts of Energy Efficiency, assembling experiments with students and conducting simulations on the PhET platform; 3 - Consolidation of contents by performing conceptual tests according to the Peer Instruction method; 4 - Proposition of challenges, asking students to develop models about the processes of energy transformation and presenting them to the other students of the school; 5 - Written assessment with formative and recursive character, where students' mistakes were shown and an opportunity was given to redo what they did wrong. 6 - Adequate feedback, whether positive or negative, depending on the path taken by the student in solving class and extra-class tasks. The design for evaluating this work was qualitative, of a pre-experimental type with the use of pre-tests, post-tests, teacher notes and students' opinion questionnaire. The results of the analysis of the pre and post-test scores show that there was an improvement in the performance in the evaluations, that the students expanded the conceptual domain, with the expansion of the scientific vocabulary. The mapping of students' opinions presents a large amount of positive opinions from students about the proposal developed throughout the discipline. The notes of the teacher suggest that the models developed had a positive impact on the school community, either through the experience of sharing the concepts learned, either by reflecting on their own learning and how to externalize it in a presentation, or by the participation of students and teachers. other classes.
- ItemUma unidade de ensino potencialmente significativa para a física de neutrinos(Universidade Federal do Espírito Santo, 2022-03-30) Gomes, Francisco Elias; Alvarenga, Flavio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; http://lattes.cnpq.br/4272955888077084; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; Leal, Fernando José Lira; https://orcid.org/0000-0001-8932-6776; http://lattes.cnpq.br/2197913737177329The investigation in question is part of the qualitative and quantitative research in Physics teaching. The research problem can be summarized in the following question: Is it possible to model an educational product and test it as an operational research method in teaching Contemporary Physics (CP) for high school so that students learn in accordance with the Meaningful Learning Theory (MLT) by David Ausubel? For data collection, a Didactic Sequence (DS) inspired by the Potentially Meaningful Teaching Unit (PMTU) was used, which are didactic sequences in accordance with the assumptions of the aforementioned theory. These data were collected using the following instruments: representation of the atom and the neutrino; students' speech; diagnostic questionnaire; conceptual questionnaire 1; conceptual questionnaire 2; and traditional assessment. In the course of the investigation in question, the Didactic Sequence (DS) in question was applied to students of a third year high school class at Dionysio Costa-Mutum/MG State Elementary School. After data analysis, we found that students acquired new knowledge from previous knowledge collected at the beginning of the pedagogical intervention. In this way, we can infer that there was a progressive differentiation accompanied by an integrative reconciliation, that is, from the atom and elementary particle subsumors, the students learned that the Universe is all particulate and that the neutrino is one of these particles. Instructional Instructed SD's diligence in teaching this neutrinos instruction was approved by the majority of student students as per opinion (Annex E as per opinion).