Ensino de Física - Mestrado Profissional

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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 Assunto "Aprendizagem conceitual"

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    O estudo sobre os benefícios e riscos das radiações com enfoque cts articulado à perspectiva investigativa: um projeto de Ensino desenvolvido no IFES Cachoeiro de Itapemirim
    (Universidade Federal do Espírito Santo, 2019-10-18) Coelho, Raphael Furtado; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; https://orcid.org/0000-0001-5733-9636; http://lattes.cnpq.br/0897962602365698; Leite, Sidnei Quezada Meireles; https://orcid.org/0000-0001-6673-5200; http://lattes.cnpq.br/1513533400177561; Bisch, Sergio Mascarello; https://orcid.org/0000-0002-3136-3520; http://lattes.cnpq.br/7149134147983654
    In this paper, we present a proposal for the introductory teaching of radiation, by conducting studies on the benefits and risks generated by them. To this end, we developed a Teaching Sequence focusing on Science, Technology and Society (SECTS), which was articulated to an investigative perspective and developed with twenty first-grade students of the Technician in Integrated High School Informatics course at the Federal Institute of Espírito Santo. - Cachoeiro de Itapemirim Campus. This teaching sequence, presenting assumptions of the Science, Technology and Society (CTS) approach, made possible the articulation of concepts of Radiation Physics, with themes of socio-scientific relevance. The Intervention Research, chosen as a methodological design, was applied in the form of a teaching complementation project, in which the data produced and collected through reports in field diaries, audio and video recordings and other written productions made it possible to highlight appropriations of the research. attitudinal and procedural learning as: the valorization of the scientific approaches of the proposed problems, the critical and reflexive positions before the problem situations, the structuring of ideas through written or oral language, the use of models to interpret the proposed themes and formulation of hypotheses. In addition to these learnings, evidence of conceptual appropriations about radiation, such as ionizing and non-ionizing radiation, radioactive decay, energy of electromagnetic and corpuscular radiation, among others, were found in the analysis of the data collected in this research.