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 experimental"

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    Elaboração e avaliação de um material instrucional baseado na teoria da aprendizagem significativa : estudo de transformações de energia com o uso de uma maquete
    (Universidade Federal do Espírito Santo, 2016-05-11) Muniz, Rafael Oliari; Camiletti, Giuseppi Gava; Loyola, Gustavo Viali; Linhares, Marília Paixão
    This paper describes the application of an Instructional Material (IM) that covers concepts related to Energy Transformations. It was developed in compliance with the assumptions of the Theory of Meaningful Learning, from the perspective of Ausubel and Moreira, and the Theory of Motivation in Bzuneck perspective. The IM proposes the use of three teaching resources: the concept tests, an experiment and a model that addresses the main concepts used in IM. The investigation of the impacts of the use of Instructional Material was carried out following a design of experimental type in Stanley and Campbell perspective. Thus, the study was developed with an Experimental Class (EC), which received classes based on MI including the three proposed resources, and other Control Class (CC), where the intervention was made only by IM use. The choice is made randomly. EC has 14 students and CC with 8 students, both belonging to the State School of Elementary and Secondary Education Major Alfredo Pedro Rabaioli, located in Vitória, Espírito Santo state, Brazil. As data collection instrument were used a Pre and Post Test with 10 questions each, and 5 of the open type and 5 multiple-choice type, applied to both groups. A qualitative analysis from the answers to open questions of the tests was carried out. There was also a quantitative analysis from different criteria for open questions and multiple choice, generating a single score per test and averages to evaluate the individual performance of each class and in both tests. The analysis of the performances of the groups showed that there was an evolution of the EC from Pre to Post test more expressive the same comparison to CC, a statistically significant difference for the Wilcoxon statistical test. The results of this test, as well as qualitative analysis of student responses, present evidence that the IM and its proposed resources contributed to the motivation of students and the promotion of Meaningful Learning to the concept of Energy Transformations to the group of students of this School State.
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    Feira de ciências : uma proposição metodológica para articular teoria-prática utilizando o diagrama V
    (Universidade Federal do Espírito Santo, 2019-02-14) Xavier, Lucas Antonio; Silva, Laércio Evandro Ferracioli da; Segatto, Breno Rodrigues; Coelho, Geide Rosa; Leite, Sidnei Quezada Meireles
    This dissertation takes as reference a qualitative approach that aims to understand and describe meanings, which also adopts quantitative standards. A descriptive study about some experimental activities of Hydrostatic / Hydrodynamic and Electrodynamic for the Science Fair of the State School of Elementary and a history of 35 years of annual event. The activities developed were permeated by V Diagram Method, proposed by David Bob Gowin in 1977. To instill the method in the scientific event, Pedagogical Workshops were organized for the groups of students of the three series of High School. The proposal to use this heuristic instrument, due to its usability in the experimental context, is to promote the breaking of traditional itinerary practices. Two pedagogical workshops for regular high school students have been structured and offered with the objective of immersing these students in the new method. After the completion of the workshops, activities were carried out to promote greater familiarity with the new instrument. The researcher developed together with the groups of students eighteen experimental activities of Physics and were selected ten of them as object of this research: six groups were formed with students of the first year, one group with students of the second year and three groups with students of the third year. Seven activities about Fluids and three activities about Electrodynamics were carried out having the V Diagram as the north of the orientation procedures, data collection and evaluation throughout the process. The Vs diagrams produced by the groups of students were analyzed based on the criteria proposed by Novak and Gowin (1984) and Prado (2015) to establish the value criteria. In a general evaluation, it can be verified that the infusion of Gowin's heuristic was successful in propitiating the vision of thinking with praxis in the construction of knowledge. The educational product aimed to meet a demand of science education related to the organization of Science Fairs, through pedagogical workshops to promote the understanding of the scientific method through Diagram V. It can be inferred that these students began to perceive the importance of the dynamics of V Diagram as a referential instrument for the experiments developed for the Science Fair and for their explanation to the visiting public.