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, atitudinal e procedimental"

Agora exibindo 1 - 3 de 3
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    A construção de conhecimentos científicos nas aulas de física utilizando atividades investigativas
    (Universidade Federal do Espírito Santo, 2015-12-18) Silva Júnior, João Mauro da; Coelho, Geide Rosa; Segatto, Breno Rodrigues; Garcia, Junia Freguglia Machado; Sá, Eliane Ferreira de
    In this work we present a proposal for the Modern Physics teaching, specifically the photoelectric effect, in a teaching investigative perspective, developed during the latter half of 2014, in two groups, with a total of 58 students of the second year High School Federal Institute of Education (IFES) - campus Colatina, Espírito Santo (ES). The study, of qualitative nature, whose main source of research analyzing the construction of scientific concepts process in physics classes, based on the teaching investigative perspective. The methodology and resources used are grounded in education theory research and socio-cultural theory of Vygotsky, whose important point the social relations established by students and their role in shaping their learning. We built a Investigative Unit of education with activities that include open questions, computer simulation and investigative demonstration. Data collection was processed during the performance of activities by the students, in which we had written and oral productions and some classes recorded in audio and video to investigate the development of these activities. We use audio recordings and video to analyze how was the construction of scientific knowledge and both procedural as attitudinal student learning. The assessment made is that the scientific knowledge construction process students bring with them their social and cultural relations everyday concepts to your speech, and the appropriation of scientific concepts by students challenging in science classes, in which the teacher should seek the inclusion of students in scientific culture as a way to more culture, besides those that the student already possesses, and the investigative perspective shows good potential to guide this insertion.
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    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.
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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.