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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Navegando Ensino de Física - Mestrado Profissional por Autor "Amado, Manuella Villar"

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    O 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 Gimenes
    We 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.
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    Uma intervenção educacional com enfoque no ensino por investigação : abordando as temáticas termodinâmica e óptica
    (Universidade Federal do Espírito Santo, 2014-05-23) Ambrózio, Rosa Maria; Coelho, Geide Rosa; Silva, Mirian do Amaral Jonis; Amado, Manuella Villar
    The quality of teaching offered in all segments of education is a topic of discussion in academia and in the areas responsible for educational management. The education should follow other social changes promoting the contact of students with scientific culture, allowing for learning that is not only based on transmission of concepts, laws and models. To accomplish this research we were guided by resolutions reported in literature regarding research on teaching. We sought to develop activities that would promote the teaching of science in conceptual, procedural and attitudinal dimensions. Through these activities, it was possible to investigate the effects of educational intervention with investigative focus on student learning. According to this teaching perspective, two teaching units were created: the first addressing the issue Thermodynamics, in which students performed an open laboratorial activity by means of computer simulation; the second addressing the theme Optics, comprising of an open laboratorial activity with physics experiment and another activity as open question. In all three activities, contextualized problems were proposed involving student`s everyday situations, and from these activities they should elaborate their investigations. 236 students regularly enrolled at E.E.E.M. Colégio Estadual do Espírito Santo participated in this survey. Students showed themselves engaged because when evaluating the quality of the plans during the first intervention, only 7 groups among 29 had their performances classified as incipient. Regarding the concepts involved in the activities, considering all interventions, only 5 groups responded incorrectly to the proposed problems. As a product of this research was elaborated a guide so that other teachers can also implement the Units of Thermodynamics and Optics in their classes. We believe that the development of this research has also provided gains to me, the teacher, since I have learned how to motivate my students to assume their roles as protagonists in the learning process.