Mestrado Profissional em Ensino de Física

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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.
A primeira Revolução Industrial e o desenvolvimento da termodinâmica : a história da ciência como ferramenta de apoio ao ensino de física
(Universidade Federal do Espírito Santo, 2014-06-03) Venturine, Cleidson; Pereira, Marcia Regina Santana; Erthal, João Paulo Casaro; Leal, Fernando José Lira
The difficulties presented by the students in the teaching/learning process in physics are notorious for any professional. Many factors influence this situation, including the fact that students do not perceive the usefulness of aborted content. Often the methodology applied in the classroom is centered on memorizing formulas and scientific concepts that are not completely assimilated, becoming vague theoretical concepts, norstimulating for a critical thinking.In recent years some alternatives to traditional educationis gaining space in classrooms. One is the use of history of science as a tool for contextualized teaching of physics. However, the lack of preparation of teachers and the lack of appropriate teaching material may be factors that hinder its use.Thus, this textpresents a proposal for teaching materials and instructional sequence that aims to integrate and contextualize historically and socially the teaching of thermodynamics. This sequence was applied in four classes of the 3rd year of high school and the results allow us to infer that therewas a good use by students andproposalsof this nature can be built covering different contents.
Os movimentos dos planetas e os modelos de universo : uma proposta de sequência didática para o ensino médio
(Universidade Federal do Espírito Santo, 2014-06-10) Barros, Marconi Frank; Bisch, Sergio Mascarello; Leite, Cristina; Camiletti, Giuseppi Gava
The research aimed to develop a instrucional sequence on relevant topics of Astronomy and check if the used methodology and materials were appropriated and have brought about a meaningful learning in a group of 33 students of the third year of secondary education at a public school of Espirito Santo state, Brazil, with whom the sequence was worked. The main theoretical framework used in the preparation of the sequence and assessment of their results has been the Theory of Meaningful Learning of David Ausubel and Joseph Novak. The sequence had as general theme "The Planets Movements and the Models of Universe", whose education to students was based on the preparation of a potentially significant material and activities involving observation of the sky with the naked eye and telescope, complemented with the use of the Stellarium astronomical software; a historical approach of the theme in the classroom, since the beginnings of Astronomy up to the current times, with an emphasis on the transition from the geocentric universe model to an heliocentric one; a planetarium session and a practical activity of simulation of planetary movements using the student’s body itself. A substantial part of the activities were worked out after the application and analysis of two initial questionnaires and the elaboration by the students of conceptual maps to check their prior knowledge on the subject. This survey helped to guide the intervention. For collecting data, monitoring and assess the learning brought about by the sequence, another questionnaires were applied and new conceptual maps were developed by the students after the completion of the sequence. It was also possible to interact and stimulate students through distance by means of a group page on Astronomy created at the Facebook social network. The analysis of the collected data permit to detect evidences of a significant learning in a substantial part of the students who have demonstrated interest in the subject and have been able to assimilate new concepts about the sky and the planets, to reconcile concepts initially considered as distinct, as the sky and Universe, and understand the explanations about the planets movements in accordance with the geocentric and heliocentric models, simulated in the activity of representation of these movements with the body itself. The comparison between the conceptual maps drawn up before and after the sequence also showed evidence of advances that have occurred in the learning of concepts of Astronomy. A growing of interest in the discipline of Physics was also detectec. However, the data also showed that not all of the students learned significantly, indicating some points in which the material and the methodology used still deserve to be reviewed and improved in future applications, such as in the case of the teaching of the retrograde movement concept. As a product associated with the dissertation, all potentially significant material used, the scripts and examples of practical activities applied and the instructional sequence structuring were gathered and are presented at the end, in the form of a didactic teaching proposal for topics of Astronomy in high school, that follows as an appendix to this dissertation.
As tecnologias da informação e comunicação no ensino de gravitação : implicações sobre a prática pedagógica e aprendizagem de estudantes
(Universidade Federal do Espírito Santo, 2014-07-11) Polonine, Thiago Araujo; Coelho, Geide Rosa; Garcia, Junia Freguglia Machado; Pinel, Hiran; Ribeiro, Amanda Amantes Neiva
We start from the point that the scientific knowledge is socially built, validated and communicated and that the learning process in science happens through enculturation instead of through discovery. Notwithstanding, despite this process involving social interaction, we strive for a method in which the subject understands, on a personal level, the different ways of seeing the world. Using the same perspective, for the taking of scientific conscience of students, it is essential that an intervention and negotiation happen, through argumentative practices, encouraging the students to develop new knowledge schemes that adapt better to the pedagogic experiences that they’ve had. This way, the group discussion activities make up the essence of this practice. Using this perspective, we developed and implemented a Pilot Project in 2012, proposing the use of the Facebooksocial network in the physics teaching. Given the positive reaction of the students, we built a Teaching Unit about the theme of Gravitation, where we studied its effects on the student’s learning. We structured it with activities that make up some of the main multimedia digital contents used these days in the science teaching such as animations, simulations, videos and different internet resources like social networks, where we used the fillers proposed by Vieira; Nascimento (2009) looking for evidences of the argumentative practice. The full length application of the learning unit happened in the first trimester of 2013 in four classes of the first gradeof high school at EEEFM ‘Ary Parreiras’ (SEDU). The results presented show indication of appropriation of the scientific concepts explored in the activities in most cases. We interpreted this evidence as a result of the negotiation of new meanings empowered by the proposed educational environments in our investigation; in a dialogical process that involved conversation, introducing the subjects to a new culture. We also verified indications that point to the alternative conceptions that persisted until theend of the educational experience, plausible for a formation process still in progress. Relating to the Facebookdebate activity, we verified the viability of using the fillers proposed by Vieira; Nascimento (2009) in the search for argumentative practiceevidences. Our analysis also indicated that there is a need for mediation in a practice of this nature, aiming that there is a bigger meaning negotiation between the subjects, empowering the intended scientific enculturation process. As a product of this investigation, we built a Notebook concerning the activities developed during the educational research. This way, we hope to make it possible that the present material can me used by physics teachers that intend to experiment the technologic bias in the Gravitation teaching and corresponding concepts.
A utilização combinada de experimentos demonstrativos, vídeos e simulações computacionais no ensino da física : um estudo exploratório no contexto de aulas expositivas
(Universidade Federal do Espírito Santo, 2014-07-24) Ney, Jeferson; Ferracioli, Laércio; Paiva, Maria Auxiliadora Vilela; Zandonade, Eliana
This research aimed at investigating a proposal for teaching Physics contents, in order to improve its quality, based on a combination of educational resources – demonstration experiments, videos, and computer simulations – at the beginning of lecture classes, for students at a military school, Escola de Aprendizes-Marinheiros do Espírito Santo (EAMES), in Enseada do Inhoá, Vila Velha, ES. The investigation was conducted approaching the teaching unit Waves, which was divided into three subunits: Periodic Motion, Wave Motion and Sound Waves. The teaching proposal aimed at promoting improvements on the quality of Physics teaching. Therefore, this study evaluated whether the suggested Teaching Proposal contributed to increase the performance of students of Physics. It investigated (1) which educational resource better attracted students’ attention and interest in the contents approached in each teaching subunit; (2) which educational resource has contributed most for students’ understanding of concepts; and (3) which educational resource better increased students’ participation. An Experimental Design with the use of inferential statistics was applied in order to assess the effects of this teaching proposal in the studied context. Results showed that the investigated teaching proposal did not contribute to improve students’ performance on the Curricular Exam, once there were no statistically significant differences between the scores of the Control Group and the Experimental Group. However, it was observed that the educational resources used, helped to equally promote interest, attention, understanding and participation of students from both control and experimental groups in the lecture classes of each teaching subunit.
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.
Conceitos de eletricidade e suas aplicações tecnológicas : uma unidade de ensino potencialmente significativa
(Universidade Federal do Espírito Santo, 2014-07-30) Lopes, Ricardo Rodrigo Silva; Gomes, Thiéberson da Silva; Anastácio, Simone Aparecida Fernandes; Mendonça, Conceição Aparecida Soares
The main objective of this project was developing a teaching unit on concepts of electricity and validating it as a Potentially Meaningful Teaching Unit (PMTU). To accomplish it, it was created a instruction unit based on the Theory of Meaningful Learning of Ausubel related to topics of Physics, such as, difference of potential, electric current and its applications. That unit was applied in six classes of the third year of a public high school of the state of Espírito Santo. In order to investigate the potential of this method of teaching, it was used descriptive qualitative research methodologies and pre-experimental interpretative quantitative. In the beginning of the study, to collect students’ prior knowledge, students were asked to answer opinion questionnaires, previous dialogues were recorded and conceptual maps were built. They were important instruments to gather information about the instructional material and they enabled to make improvements on it to be suitable to the profile and cognitive structure of students. Besides, audio recordings of the main parts, logbooks, pictures about students working, panels made by students, questionnaires, conceptual maps and the written assessment, were used as source of data. Conceptual maps analyses, constitute one of the main tools for evaluation the didactic sequence according to the cognitive development of students, in order to classify the maps, associate them with the cognitive structures of those who built them and identify valid changes related to buildings new meanings. The investigation revealed that, in general, the teaching unit was responsible for significant improvements in students' disposition to learn and in stimulating meaningful learning, enabling the validation of this PMTU.
Supercondutividade : uma proposta de inserção no ensino médio
(Universidade Federal do Espírito Santo, 2014-07-30) Vieira, David Menegassi; Gomes, Thiéberson da Silva; Mendonça, Conceição Aparecida Soares; Coelho, Geide Rosa
High-tech equipment are part of the daily life of ordinary people today, such as: smartphones, LED TV's, GPS, nuclear magnetic resonance and other equipment. However, he knows little about the concept of Modern and Contemporary Physics (FMC), which give rise to these technologies that both facilitate and improve your life. In the literature, authors and reference documents address the theme. One of the documents, the Law of Guidelines and Bases 1996 reports that high school must provide the student mastery of the principles that are associated with scientific and technological production today. Not far from this very authors involved with the work in Physics Teaching point relevant justifications for immediate insertion of FMC Topics in High School. In this context, this work was developed under the theoretical aspects of the Theory of Didactic Transposition and Meaningful Learning with the use of concept mapping. The first theoretical aspect, comes the "work" to transform a knowledge of the academic community, one that will be part of the books and teaching manuals and then will be treated in the classroom. Didactic Transposition in the process there are five rules that will transpose the content, greater possibilities of success and permanence in the curriculum where it is deployed. The second theoretical aspect, will assess the cognitive and conceptual advance made by the students during their work with the use of concept maps and developed the instructional sequence is potentially significant. The work was conducted with students in the morning shift, the third year of high school in a public school in the state of Espírito Santo. Implementation of some questionnaires allowed to raise various data being processed through them, teacher performance, what students could learn about topics of Modern and Contemporary Physics and their interest in studying them, the age of the samples, their interest in scientific programs, its connectivity to the internet and experience in the use of some software, the evaluation of instructional resources and finally a questionnaire self evaluation of the student. In addition to the data obtained through the concept maps, videos, exercises, research activities and all others who helped confirm the impact of the instructional sequence at the high school level. Finally, the instructional sequence developed in this work can be an alternative for the insertion and maintenance of Topics of Modern and Contemporary Physics in high school, but it is noteworthy that it is not a permanent solution to the difficulties of making available to the student knowledge of the technologies that surround it, but be an alternative for this purpose.
Uma proposta de realização de uma feira científica de física em uma escola de ensino médio
(Universidade Federal do Espírito Santo, 2014-07-31) Zandomênico, João Maurício; Camiletti, Giuseppi Gava; Leite, Sídnei Quezada Meireles; Segatto, Breno Rodrigues
This studyexamined a proposal forexecuteaPhysicsScienceFairin ahighschool inthe State in the State ofEspírito Santo. TheScience Faircanbe configured as anon-formaleducation activity, which in this casewas conducted aspart of the activitiesof formal education, as the results of the evaluationwere used in thepaymentof the pointsof the semester. 152studentsof 2nd and 3rdyear of high school, divided into29groups4-6students, who developedthe experimentsand wereinvolvedpresentationmadeduring the Fair, under the supervision of the teacher/student masteringresponsibility. The whole projectlastedthree months, thisplanninguntilthe day of theScientificFair. Tofacilitate theproject evaluationand data collectionfor the work ofmasters, opinion questionnairesof studentsapplied before andafter theFair, monitoring reportsof student work, protocolsfor evaluationof foreignteachersatschool,conceptualissueswere developedpresentedsomeexperimentsandexternal evaluatorsinterviewquestionnaire.Data were compiledusingdescriptive statisticaltools. The resultsindicate thatthis eventconstitutesastrategy formotivatingstudents, as were persistentand interested in thedevelopment of tasks. Showed evidenceof the difficultyof studentsin the process ofdidactic transpositiontothe presentationof the experiments, which is indicativeof alow level ofabsorption ofconceptsfrom visitors. The opinions ofstudentson the completionof the Fair, as well as the benefits forteaching practiceinview of theteacher/student masteringwere also observed. The workwas highlypositivewith respectto the involvement ofstudentsin the tasks ofScientificFairrevealedandpoints that need tobe betterstructuredto achieve abetter jobin presentingexperimentsfor visitors.
Experimentos e experiências na sala de aula : potencialidades pedagógicas das atividades investigativas no ensino de física
(Universidade Federal do Espírito Santo, 2014-08-21) Silva, Alexander Aparecido; Silva, Mirian do Amaral Jonis; Coelho, Geide Rosa; Sá, Eliane Ferreira de
The present study discusses the contribution of investigative activities in teaching physics to high school. While considering the polysemy around the definition of teaching for research, investigative activities taking proposals were developed based on principles and criteria which, in the view of the authors of reference, featuring investigative activities.Are analyzed the records produced by the students in the search for evidence to demonstrate the potential of investigative activities in relation to the integration of students in scientific culture, with regard tothe construction of physical concepts and the consistent use of scientific terms, seeking a rapprochement with the ideas of Vygotsky and Bakhtin. The analysis points to the significant contribution of investigative activities for communication between teacher and students and these among themselves, besides promoting the expansion of scientific language and autonomy in solving the problems posed.The notes present in this study reveal the significant contribution of the research to the subjects involved, which, in addition to the experiments, share an educational experience that opens avenues for future developments.
Interações dialógicas em práticas investigativas na sala de aula : experiências de uma professora de física em (trans)formação
(Universidade Federal do Espírito Santo, 2014-08-22) Ellyan, Juliana Torres; Silva, Mirian do Amaral Jonis; Fonseca, Lana Cláudia; Coelho, Geide Rosa; Ronchi Filho, Jair
The search for improvement in the Physics Concept teaching- learning process has been motivating the development of many researches in Brazil. One of the aspects highlighted is the important teacher's role as mediator of the Physics concept learning, stating the necessity of a formation that stimulates the reflexions on and about the teaching practice. Based on the methodological-theoretical referential adopted, which emphasizes the pertinence of the narrative as a method of investigation and as reflexive/formative process, I describe my formative process, clarifying the reflexions which have taken me to be aware of my mediator role in the Physics teaching in basic education. On this formation path, I realize the contributions from the investigative activities in Physics teaching, considering that they strength the dialogic interactions in the classroom, contributing to make the physic concept building process more meaningful. The pedagogic interventions happened in a private school in the city of Cachoeiro de Itapemirim and the registers of the activities were made through class recordings, audio recordings and the notes from the field journal. The analysis points to the importance of providing a diologic relation, which allows the active involvement of the students in the construction of physics concepts in the classroom. The conclusions restate a teaching conception that understands the education process as a result of the social interactions and highlights the importance of reflexion in the professional development of the teacher. Finally, they indicate the possibility of an upcoming study development, considering the depth of the discussions raised.
O ensino de eletrodinâmica em uma perspectiva investigativa : investigando os desdobramentos sobre a aprendizagem de estudantes
(Universidade Federal do Espírito Santo, 2014-09-12) Souza Junior, Domingos Rodrigues; Coelho, Geide Rosa; Anastacio, Simone Aparecida Fernandes; Ribeiro, Amanda Amantes Neiva
In this work we present a proposal of investigative approach to teaching Electrodynamics, performed during the first half of 2013 in three classes, totaling 67 high school senior students attending the E.E.E.M Maria Ortiz located in Vitoria, Espírito Santo (ES). The study of longitudinal and quali-quanti nature , whose main research reason is to investigate the learning of conceptual, procedural and attitudinal contents while conducting activities of investigative approach in physics classes. The methodology and resources used are both based on the theory of learning through inquiry and Ausubel's Meaningful Learning, whose starting point is the previous knowledge of the student and his role in constructing his own learning. We built an investigative unit of teaching with texts of conceptual support, notebook with activities and learning objects (applets, simulations and software). The data collect was processed through tests, audio and videotaped classes and field diary created to investigate the development of the activities. We used the field diary; the classes recorded on video, the audio and answered questions to infer the procedural and attitudinal students learning. The results point changes in the attitudes of the students (exchange of ideas, participation in activities, collaborative work) and in my attitudes as a researcher teacher. The changes in students' attitudes are related to the way they learn, when questioned, they research hypotheses to solve concrete problems. Regarding the conceptual content, the analysis of the data obtained in the light of the treatment Rasch, pointed out that there was an increase in the dimension of the content. Furthermore, there were quite significant changes related to the techniques, strategies and attitudes used by students while solving the proposed problems. The final balance, indicates that the way the intervention based on the learning through investigation, the actions and activities were developed, has the potential to promote meaningful learning and make students more involved in the process.
Propostas de utilização de sequências didáticas investigativas para o estudo do conceito de velocidade no ensino médio
(Universidade Federal do Espírito Santo, 2014-09-25) Pereira, Whortton Vieira; Anastácio, Simone Aparecida Fernandes; Moreira, José Guilherme Martins Alves; Pereira, Márcia Regina Santana
The misconception’s evolution to the scientific knowledge is a long process. In this way, several authors pointed that investigative experimental activities would promote conceptual evolution. In this work, a study was performed in order to investigate the utilization of investigative experimental activities as a tool to achieve conceptual evolution. The addressed concept was velocity. The sequence of activities was accomplished with a group of first year high school students who had already studied the concept of speed. In this group many students presented misconceptions reported in the literature. In this case, misconceptions were perceived even after the formal instruction. As discussed in the literature a single activity was not sufficient to promote the conceptual evolution. Because of this, it was necessary tree different activities. After these activities, all students answered questions, and the students responses were analyzed by contend analyses. The data analyses corroborated that experimental investigative activities would be a good alternative compared to traditional laboratory classes.
Nossa posição no universo : uma proposta de sequência didática para o ensino de astronomia no ensino médio
(Universidade Federal do Espírito Santo, 2015-02-10) Silva, Thiago Pereira da; Bisch, Sérgio Mascarello; Langhi, Rodolfo; Pereira, Márcia Regina Santana
The purpose of the research was to develop and evaluate an instructional sequence for Astronomy teaching in high school, applied to a group of 14 studentsfrom a public school of the Espirito Santo state, in order to confirm the sequence methodology and activities provided a meaningful learning about concepts related to the sky, the Universe and our position within it. The students were graduating from highschool and attending a project called "Pre-ENEM". The main theoretical framework used in the preparation of the sequence and evaluation of the results was the Meaningful Learning Theory of David Ausubel and Joseph Novak, complemented with consideration ofresearch results in the area of Astronomy Education. The instructional sequence had as general theme "Our position in the Universe".We sought to develop the sequence based on potentially significant activities and materials, involving practices of sky observation to the naked eye and with the use of telescope, complemented by workshops involving the construction of three-dimensional models of the Southern Cross constellation and the Solar System, discussions in class about the activities developed, using of motivational videos as well as the use of astronomical software Stellariumfor the recognition of the night sky of Cariacica, ES, city where the school in which the sequence was applied is located. The final structure of the sequence was planned after applying a pre-test which was used to check previous knowledge of students on the topics to be addressed. Analyzing the data collected by means of questionnaires (preand post-tests) and semi-structured interviews it was possible to ascertain evidence of a meaningful learning, as in the case of students who, before the instructional sequence, said in the night sky it would only be possible to observe stars and thought the sky as a dome, with little or no depth. After the activities they were able to discern that in the sky, beyond the stars, there are visible planets, even to the naked eye, and that the sky has a depth, that the stars are not side by side, that the sky is our window to the Universe, showing evidence of an integrative reconciliation between the concepts of sky and universe. The analysis also showed difficulties in the teaching-learning process respect to the topic that involved time scales, when it was made a comparison between the time of existence of the Universe and that of the human specieson Earth and of a human life, as that of the students themselves, indicating that some points of the sequence must be reviewed. A description of the objectives, structure, activities and the material used throughout the instructional sequence are shown inAppendix A, resulting in a product that can serve as reference for other teachers who wish to carry out Astronomy education projects in basic education.
Desenvolvimento de uma unidade de ensino potencialmente significativa para o ensino do conceito de ondas
(Universidade Federal do Espírito Santo, 2015-02-27) Santos, Graziely Ameixa Siqueira dos; Gomes, Thieberson da Silva; Freitas, Rony Claudio de Oliveira; Silva, Mirian do Amaral Jonis da
The researches around the physics ' teaching and , Specifically , around the classrooms ' situations Have Been Demonstrated the teacher 's need of deep in the theoretical and practical knowledge to amplify context and possibilities of Significant learning . In this way, it must assume the mediator role , the protagonist in the process that has in consideration the cultural context of the people Involved. Looking in this perspective, this study tells about the experience of implementation in a didactic sequence, developed in the features of a Teaching Unity Potentially Significant (TUPS), looking for propitiate the significant learning mechanic waves concept. The research work was developed in a public high school, and it has as a theoretical reference the Meaningful Learning of Ausubel and, specially, the Moreira studies. During the analysis referential others Were used to interpret the principles pointed by the empirical data . The analysis of the data was based on three axis that guided the work : the valorization of previous knowledge , the importance of 'the prepositions of the situations -problem and emphasis in the presentation subject in order to promote progressive differentiation and integrative reconciliation in the context of the teaching subject . During the development of TUPS was possible to realize the coexistence of many ideas associated with the wave concept, highlighting the dynamic and complex character of the learning process of scholar"s scientific concepts.
A utilização de um material instrucional baseado na teoria da aprendizagem significativa para aprendizes-marinheiros : uma introdução ao estudo do movimento dos corpos
(Universidade Federal do Espírito Santo, 2015-05-19) Silva, Rogério Oliveira; Camiletti, Giuseppi Gava; Zandonade, Eliana; Veit, Eliane Angela
This research endeavour aimed at applying an Instructional Material (IM) which approaches Movement of the Bodies concepts, using naval environment elements, as well as evaluating the learning impact on a group of 22 Remedial Classes students of Escola de Aprendizes-Marinheiros do Espírito Santo. The Instructional Material was based on the assumptions of the Meaningful Learning Theory and on the guidance for elaboration of Potentially Meaningful Teaching Units. The instruments used for data collection were: Pre and Post-tests, Conceptual Maps, Open Questions throughout the Instructional Material, “Students’ Mood”, teacher’s diary, Opinion Questionnaire, and Interview with students. The design chosen for the research was experimental and the data analysis was mainly quantitative. The results of statistics tests revealed that the elaborated IM had a positive impact on the performance in the Post-test of the Experimental Group students compared to the Control Group (p-valor = 0,003). According to the criteria used for its classification, the qualitative analysis of Final Conceptual Maps revealed an improvement on the representation of central concepts to understand the Movement phenomenon. The quantitative analysis found that the Quality of Final Conceptual Maps is statistically correlated with the students’ results in the Post-test (p-valor= 0,040). The results suggested that the use of Conceptual Maps may be also a reliable instrument for learning evaluation of concepts related to Movement of the Bodies. The use of Open Questions throughout the IM allowed both individual and group discussion and promoted the Negotiation of Meaning of the approached concepts. The results of both the Opinion Questionnaire and the Interviews, revealed that the use of Experiments, Videos/Films and Simulations effectively contributed to raise students’ interest in the IM approached topic. The results were complementary and pointed out the success of the IM elaborated based on the assumptions of the Meaningful Learning Theory to introduce the Movement of Bodies concepts for the Seaman-Apprentice.
Interações discursivas em aulas de física do ensino médio para o ensino de energia : narrativas de um professor em formação
(Universidade Federal do Espírito Santo, 2015-08-31) Almeida, Julio Cesar Souza; Coelho, Geide Rosa; Garcia, Junia Freguglia Machado; Anastácio, Simone Aparecida Fernandes; Silva, Fábio Augusto Rodrigues e
In search of trying to teach a more dialogical class, where students were not mere adjuncts, but to participate more effectively in the construction of their knowledge, I present a proposal for discussion of the energy theme in integrated manner, starting more general context where we identify all forms of energy who students have known, and then address more specific knowledge, identifying and analyzing each of the cited energy by them, and as those energies are transformed. The research proposal has been developed in a public high school in the state of Espírito Santo. The main objective was to narrate and analyze my own practice when trying to approach the energy theme, for the third grade students of high school, in a more dialogical dimension. The reflection is guided in the speech interactions established in the classroom with thirty-six students of the third grade in a high school. To approach the subject, I developed a didactic sequence that lasted eleven teaching hours and it was structured from the three educational moments described by Delizoicov, Angotti in Pernambuco (2002), using videos from youtube channel, for construction of the initial problem. I take on the narrative as this research methodology, since the whole “scientific story” developed as a result that was narrated by me, with a wealth of details, since all of them were recorded in HD format in audio and video. To analyze the discursive interactions used the tool proposed by Mortimer an Scott (2002). I investigated also the appropriation of students in relation to the energy theme and the same opinion about the education intervention. For my lack of experience in lessons based on dialogic interaction, I realized that in a few moments, in relation to the subject should be more feedback(F) or pursuance(P) in the speeches of the students to enhance of the interactivity and dialogue. With the respect to the sense produced by students about energy, how we use it, and the energy matrix of our country, often deployed to an interdisciplinary field. In this context, students could develop a critical opinion about the conscious use of energy.
O ensino de física na EJA : uma proposta com foco na utilização de atividades experimentais demonstrativas - um exemplo no estudo da hidrostática
(Universidade Federal do Espírito Santo, 2015-11-13) Gama, Aline Costalonga; Erthal, João Paulo Casaro; Silva, Mirian do Amaral Jonis; Linhares, Marília Paixão
This paper aimed investigate the contributions of teaching Physics proposal for the Youth and Adult Education (YAE) supported in the premises of meaningful learning (AUSUBEL, 2003; MOREIRA, 2011; NOVAK & GOWIN, 1996) and the dialogic and emancipatory education (FREIRE, 2011, 2013) featured for utilization of Experimental Demonstration Activities (EDA). The Hydrostatic topic was explored based in a recurrent approach with six cycles, each one composed of three steps: conceptual, experimental and synthesis of the knowledge. In the first step of each cycle, the teacher exposes the topics in a dialogic form and discovers the prior knowledge of the student. In the second step, the Experimental Demonstration Activities is applied by the students, who perform their experimental proposals to the class. In the synthesis of the knowledge step, the teacher recovers the studied concepts, experiments and completes the cycle. The intervention was performed in the second half of 2014 with fourteen students of a Safety Work Technical Course integrated with high school in YAE modality in a Federal Institution situated in Vitoria - Espírito Santo. Was applied eight questionnaires, two conceptual maps, one traditional evaluation, data from the EDA presentation and investigative practices. We realized that the proposed methodology amplified the dialogue between teacher and students, giving the opportunity to active involvement of students in the teaching process, enabled the demonstration of knowledge by the students and the renegotiation of scientific concepts meanings with the teacher. Was clear the insecurity of the students in front of a new knowledge, but they are able to recognize this change in their cognitive structure. We conclude that the EDA proved an efficient proposal for a procedural evaluation and also crossed the teaching of physics beyond the classroom. We pointed out the need for a flexible approach that respects the learning time of the student and that contribute to his emancipatory training; the proposal presented here revealed itself effective in attending the specific problems and training needs of YAE students.
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.
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.

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