Ensino de Física - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17490
Programa de Pós-Graduação em Ensino de Física

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URL do programa: http://www.ensinodefisica.ufes.br/

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Navegando Ensino de Física - Mestrado Profissional por Autor "Alvarenga, Luciana Vianna Gomes"

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    Uma proposta de sequência didática multi-instrumento para o ensino dos conceitos iniciais de Termodinâmica no Ensino Médio
    (Universidade Federal do Espírito Santo, 2019-08-16) Alvarenga, Luciana Vianna Gomes; Pereira, Rodrigo Dias; https://orcid.org/0000-0001-9486-7374; http://lattes.cnpq.br/3414799692619699; https://orcid.org/0000-0003-3122-3410; http://lattes.cnpq.br/9730193768313684; 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
    This work is a qualitative research-action, through which a teaching proposal about the concepts of thermodynamics, specifically those related to heat transfer processes, was investigated. It was based on David Ausubel's Theory of Significant Learning (AS), which states that there is only teaching when there is learning and it must be meaningful. Throughout the research, prioritized approaches that established relationships between the concepts taught and the students' daily lives. For the methodological development, different instructional materials were used as computational simulator, texts, experiments, didactic game, low cost solar heater and video production, whose objective was the occurrence of the significant learning of a 2nd grade high school class of a state public school. The research was developed in four stages that became intertwined and converged to promote meaningful learning. In the pre-tests, the first stage of the research, data collection was carried out regarding previous knowledge. In the next step, the instructional materials were applied. In the sequence, the motivating activities were implemented, whose idea was to verify if proposals with these characteristics could promote contributions in the appropriation of knowledge and in the interaction among the students. In the fourth stage the posttests were applied, for data collection and verification of learning, also providing material for the analysis and the conclusion of the research. For the analysis of pre and post test data with objective questions, the method known as Afla de Cronbach was used and a statistical consistency of the results was verified. For the analysis of other instructional materials, an essentially qualitative perspective was considered. As a general result, it can be affirmed that the material used was potentially significant, contributing to the correct evolution of these concepts, as well as allowing students the ability to establish relationships between the content studied and the phenomena observed in their daily life , as well as identifying and differentiating the three forms of energy transfer.