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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A ABORDAGEM DA TEMÁTICA DA ELETRICIDADE NO ENSINO DE FÍSICA ATRAVÉS DA APRENDIZAGEM BASEADA EM PROJETOS: POSSIBILIDADES E DESAFIOS NO DESENVOLVIMENTO DE DIFERENTES TIPOS DE CONTEÚDO.
(Universidade Federal do Espírito Santo, 2021-03-24) Souza, Thays Ferreira; Anastacio, Simone Aparecida Fernandes; https://orcid.org/; http://lattes.cnpq.br/0532528200582514; https://orcid.org/; http://lattes.cnpq.br/; Coelho, Geide Rosa; https://orcid.org/; http://lattes.cnpq.br/6143294915531803; Pasqualetto, Terrimar Ignacio; https://orcid.org/; http://lattes.cnpq.br/
With the development of contemporary society, several changes have occurred in the ways of life and work, however these changes are not always inserted into formal education institutions. There is an increasing tendency for an improvement of knowledge in
A aplicabilidade da flipped classroom no ensino de física para turmas da 1ª série do ensino médio
(Universidade Federal do Espírito Santo, 2015-12-18) Freitas, Vitor Jurtlero de; Gomes, Thiéberson da Silva; Gaudio, Eduardo Vianna; Loyola, Gustavo Viali
The flipped classroom is based on the relocation of the role of instructional lecture out of the school environment, through the use of online video classes, and the implementation of the "homework" in the classroom through cooperative and collaborative activities based on active learrning. The goal of this inversion "classroom vs. homework" is to take advantage of the time that would be spent in the room with the exposure of the content to develop the understanding that content through activities mediated by professor. This teaching method has achieved increasing penetration in the media and classrooms around the world. In the last 3 years the newspapers New York Times and the Washington Post published a total of 20 articles related to these topic. The Flipped Learning Network, online community dedicated to the dissemination, training and integration of teachers interested in flipping the classroom has more than 20,000 members and held in July 2015 its eighth annual Conference of flipped, at Michigan State University. This research reports the implementation of the flipped classroom for the teaching of physical concepts related to force and motion in five classes of first grade high school to a public school. Here, has developed a case study with the aim to check the applicability of this method of teaching for the physical education in classes of first grade high school. Resorted to collecting data qualitative instruments, such as semi-structured interviews and the inquiry open questions, and quantitative instruments as the investigation closed issues with Likert type scale and categorization of answers in the activities undertaken. The study made it possible to conclude that: (i) the flipped classroom teaching method proved effective to promote motivation in the physics teaching; (ii) social networks have demonstrated efficient as a virtual learning environment; (iii) activities based on active learning created a collaborative environment for the construction of knowledge; (iv) students involved in this study showed a significant dependence of the figure of the teacher for the development of the proposed activities; (v) the teaching method led the professor to assume a role of mediator in the construction of knowledge.
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.
A construção de experimentos pelos alunos do ensino técnico integrado ao médio : uma proposta de resolução de problemas no contexto de uma mostra escolar de ciência e tecnologia
(Universidade Federal do Espírito Santo, 2015-12-21) Soares, Leandro Valle; Segatto, Breno Rodrigues; Alvarenga, Flavio Gimenes; Nicolin, Emmanuel Marcel Favre; Silva, Mirian do Amaral Jonis
This paper reports the searching for meaningful learning evidences from the construction of experiments proposal executed by the students and presented at a science fair. The proposal was applied to a group of technical high school of the Instituto Federal do Espírito Santo (IFES), campus Guarapari, and included 27 students. It was done a preliminary analysis of dissertations about physics experiment at the Universidade Federal do Espírito Santo( UFES ), Universidade Federal do Rio Grande do Sul (UFRS) and Universidade Federal do Rio de Janeiro (UFRJ). It pointed Meaningful Learning as more approached reference, tied with Motivation. For data collection the Conceptual Maps were used before and after the construction of the experiments, pre and post test related to "safety degree" and its respective answers, besides student assessment. Data analysis was mainly qualitative approach. The results obtained by data collection showed improvement in the quality of the Conceptual Map made after the usage of the proposal and an appropriation of new and greater concepts. The post test took more hits after using the proposal and the safety degree revealed that the students were safer, based on their answers. The student evaluation questionnaire indicated increasing of the grade given by the students to the professor/master student who applied the proposal. It may be a reflection of a motivating activity. Based on the results that are presented about the analysis of the cases of significant learning, we can say that the construction of experiments proposal, also called the intervention, was successful. At least concerning to the concepts related to reflection mirrors and energy transformation.
A construção de uma sequência didática em uma perspectiva freireana para o ensino de hidrostática
(Universidade Federal do Espírito Santo, 2021-02-26) Santos, Natiel da Silva; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; https://orcid.org/0000000287642553; http://lattes.cnpq.br/2364443836245457; Silva, Mirian do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; Rodrigues, Ernani Vassoler; https://orcid.org/0000000331531085; http://lattes.cnpq.br/6882678909339637
This work consists of a report of an intervention research related to the methodological approach of the Three Pedagogical Moments developed in a class of the 1st grade of Integrated High School to Field Education in the discipline of Physics at the Integrated State Center of Rural Education of Boa Esperança. The aim of the study was to describe the process of constructing a didactic sequence in which we approached the didactic proposal of the Three Pedagogical Moments and identify the possibilities of constructing hydrostatic concepts. The analysis was given by the interlocution with the arguments of the students (recorded in audio and video) constructed from the visit to a water dam, making it possible to identify in their speeches evidence for the construction of hydrostatics knowledge and criticality and reflexibility of their own experiences. The results indicate that dialogue and problematization provided students with a critical reflection on the issues that related the knowledge of Hydrostatics with environmental aspects, therefore, this vision opportunities a dialogued class, in which the exchange of experiences and knowledge is of paramount importance for the teaching and learning process. At the end of the whole process, as an educational product, we present a proposal of didactic sequence based on the frerean assumptions for teaching and for the teaching and learning of hydrostatics.
A mediação pedagógica no desenvolvimento de uma sequência de ensino investigativa que articula conhecimentos astronômicos e físicos
(Universidade Federal do Espírito Santo, 2019-10-11) Silva, Rodolfo Sant Ana; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; https://orcid.org/; http://lattes.cnpq.br/5867509146592568; Silva, Mirian do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; Sa, Eliane Ferreira de; https://orcid.org/0000-0002-0115-9799; http://lattes.cnpq.br/0775285355654581
In this dissertation we present a research resulting from the development and implementation of an Inquiry-Based Teaching Sequence (IBTS) that articulates physics and astronomical knowledge. The objective of IBTS is to promote the practice of astronomical observation, with and without instruments, while providing the development of physical knowledge about refraction and reflection phenomena through the study of telescopes. The objective of the research is to analyze the pedagogical mediation in the development of IBTS with high school students. The intervention was implemented in four classes of the second grade of a high school of a school located in the country of Serra of Espírito Santo state network, being 63 boys and 65 girls, totaling 138 students aged 15 to 18 years old, between June and August of 2018. The classes were recorded in audio and video. The classes were transcribed so that through the discursive interactions established in the classroom it was possible to analyze the mediation established during the IBTS being careful with consistensy with inquiry in science teaching assumptions. For the dissertation we brought the analysis of two classes, one configured as investigative and the other as non- investigative, which allowed us to rethink the interactions established in these classes. These analyzes indicate that the self-assessment of teaching practice can contribute positively to the understanding of the elements that occurred throughout the class and, consequently, a better understanding of the investigative perspective, allowing us to rethink the actions and contextualization for the next interventions. Assuming research teaching as a pedagogical stance requires a change in the way of interacting and establishing mediations in the classroom, and this movement is an important process for appropriating the approach.
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.
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.
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.
Abordagem de conteúdos conceituais e procedimentais em física através de simulações computacionais baseadas em atividades investigativas
(Universidade Federal do Espírito Santo, 2018-03-05) Martins, Paulo Celso Morais; Gomes, Thiéberson da Silva; Anastácio, Simone Aparecida Fernandes; Coelho, Geide Rosa; Menezes, Paulo Henrique Dias
Students at the first grade of High School are faced with systematic studies of Mechanics, in which it is necessary to describe the Movement and their causes. Because of that, the approach of concepts is closely related to algebraic analysis, in the form of conceptual contents, in an abstract construction but not always meaningful to the students. After technological evolution, especially with access to tools such as computers, tablets, smartphones, among others, it is possible to use interactive computational simulations within an educational methodology in a a controlled way of analyzing and describing physical events. These two processes involve procedures (analysis of variables, study of relations between variables, algebraic manipulations, among others) that, if accompanied by conceptual understanding, may contribute to justify and make it fun for students that events and physical quantities are modified through very specific actions performed by a subject. In this case, this work aimed to propose and verify the learning of conceptual and procedural contents in Physics mediated by computational simulations through an investigative proposal. In this way, it was proposed to use the Modellus software, which enables a virtual environment in which it is possible to simulate and compose physical models accessible to students. The software allows them to test different values in their hypotheses, to visualize graphical construction and data tabulation immediately, in order to make its relevance in the constructed model. To help the development of the activities, a class activities guide based on an investigative approach was elaborated and used in class. The organization and structure of the guide was intended to encourage students to make questions, to test their assumptions, discuss, and report the results. Three activities that addressed concepts of two-dimensional (Kinematic) motion, Universal Gravitation and Energy respectively were developed. As a general result, it can be stated that, based on the research proposal using the activity guide and the Modellus software, it was possible for students to relate the direct link between concept and procedural contents during the execution of the activities knowing that these tools have potential positive impact while teaching Physics by investigation.
ABORDAGEM EXPERIMENTAL PARA ENSINO MÉDIO SOBRE O PRINCÍPIO DA DUALIDADE ONDA-PARTÍCULA DA LUZ
(Universidade Federal do Espírito Santo, 2022-09-09) Menelli, Wesley; Passos, Carlos Augusto Cardoso; https://orcid.org/; http://lattes.cnpq.br/2528679879816545; https://orcid.org/; http://lattes.cnpq.br/; Caceres, Jaime Alberto Sanchez; https://orcid.org/; http://lattes.cnpq.br/; Rodrigues, Ernani Vassoler; https://orcid.org/0000000331531085; http://lattes.cnpq.br/6882678909339637
abstract
As contribuições da articulação entre o ensino por investigação e o enfoque CTS para o desenvolvimento de conceitos de física moderna no ensino médio
(Universidade Federal do Espírito Santo, 2017-12-18) Pedroso, Marcos Azevedo; Silva, Mirian do Amaral Jonis; Sá, Eliane Ferreira de; Trazzi, Patricia Silveira da Silva
This work was developed from a sequence of investigative teaching with CTS focus to work on modern physics topics with high school students. The articulation of the CTS approach and teaching by research has provided a more critical view of science and technology as well as its implications in society. Besides that, the theoreticalmethodological contribution of research teaching has proved to be a great alternative for the student to become more participative in class and thus to contribute effectively, not only as a spectator but with an effective participation in the teachinglearning process. The qualitative research was developed in two high school classes, in a public high school, located in the municipality of Serra, ES. The aim of this study was to devalue the effectiveness of the articulation of teaching with a CTS approach with research teaching in the approach of complex physical concepts, such as the Theory of Relativity, represented in equation E = mc². The didactic sequence lasted 8 classes in each class lasting 55 minutes each class. The data produced from the video and audio recordings of the class discussions and their textual productions were analyzed based on the categorization proposed by Trassi (2016), in order to verify the process of appropriation of the concepts related to the theory of relativity in the equation E=mc², its meaning and its importance for the development of science, technology and its implication in society. The results showed that students approached the scientifically accepted concept and that, therefore, the articulation between the CTS approach and research teaching, in the way it was conducted, is a potentially valid and appropriate pedagogical alternative for the teaching of physical knowledge related to modern and contemporary physics, from a socio-scientific perspective.
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.
Atividades experimentais em Física para o Ensino Médio em articulação com a BNCC com mediação não presencial no cenário da pandemia
(Universidade Federal do Espírito Santo, 2023-02-28) Gottardi, Thiago Rodrigues; Silva, Laércio Evandro Ferracioli da; https://orcid.org/0000-0002-8119-3232; http://lattes.cnpq.br/7380100778286872; https://orcid.org/0009-0007-6994-8878; http://lattes.cnpq.br/6905801658970602; Segatto, Breno Rodrigues; https://orcid.org/0000-0003-0571-8364; http://lattes.cnpq.br/2380353135803549; Prado, Ramon Teodoro do; https://orcid.org/0000-0002-0305-8879; http://lattes.cnpq.br/8713095987277296
This work describes the construction of a methodology for addressing experimental activities in Physics for first-year high school students, in the context of Non-Face-toFace Pedagogical Activities (APNP) demanded by the context of the Coronavirus pandemic and based on general competencies of the Common National Curriculum Base, namely Knowledge, Scientific, Critical and Creative Thinking, Communication and Argumentation. The study was developed in two classes of the 1st year of high school, respectively, with 46 and 38 students, belonging to the Instituto Federal do Espírito Santo (IFES). One of the motivations of development was the need for and importance of the presence of experimental activities during the school year, even in the pandemic-imposed regime. Another motivation was the arrival of BNCC in 1st grade of high school and its implications in teaching practice. To this end, a sequence of actions was delineated that would enable students to perform experimental activities without teacher mediation, at home and consciously and reflexively. Therefore, two Workshops and four Experiments were developed using Diagram V as a structuring element and enabler of conceptual, practical and cognitive expressions. As data collection elements we use logbook, extra class calls, and Diagram V. Data analysis provided clues in the direction of achieving the proposed objective and allows a comparison with face-to-face proposals. Finally, the balance was that this work contributed to the training and inclusion of students and that the methodology used was effective.
Atividades experimentais em sala de aula de física baseadas na utilização da vídeo-análise e estruturadas a partir do Diagrama V
(Universidade Federal do Espírito Santo, 2018-08-31) Trabach, Adriano Ricardo da Silva; Ferracioli, Laércio Evandro; Loyola, Gustavo Viali; Zanetti Neto, Giovani
The present work reports the use of Gowin's epistemological V, denominated in this work of Diagram V structuring the application of the video-analysis in experimental activities of Physics in a public state school in Espírito Santo, ES. The school where the work was carried out is the State School of Fundamental and Secondary Education São João Batista located in the Municipality of Cariacica, in the metropolitan area of Greater Victoria. It was developed four experimental activities of Physics with a class of the 1st year of high school, with students with 15 years on average. Activities were performed on Rectilinear and Uniform Motion, Rectilinear and Uniformly Varied Motion, Free Fall and Oblique Launching, with Diagram V being used as a structuring tool for the process of using video analysis, orientation, data collection and evaluation throughout the process. Diagrams V produced by the students were analysed according to the criteria proposed by Gowin and Alvarez (2005) and Prado (2015). The results revealed that Diagram V has proved to be a highly effective tool for structuring the application of video analysis for data acquisition, organization and analysis of experiments, allowing students to concisely and organized express their knowledge at the same time which reflect on the construction of one's own knowledge.
Atividades para o aprendizado de acústica
(Universidade Federal do Espírito Santo, 2016-06-03) Rodrigues, Ernani Vassoler; Camiletti, Giuseppi Gava; Pietrocola, Mauricio; Coelho, Geide Rosa
In this work we report on the design, application and evaluation of an educational product to a senior high school students group (N=28) from a private institution at Vitória city, Espirito Santo state, Brazil. We also report on the students’ gain in learning the proposed concepts and the evaluation of the educational product’s viability. The activities include basic concepts on acoustics and usage of smartphones, Arduino as well as rudimentary musical instrument and audio speaker crafting. This work is under DiSessa’s and colleagues’ ideas for Conceptual Change theory. DiSessa argues that concepts change by the revision, adequacy or refutation of knowledge fragments in the conceptual system. The coordination of these fragments drives to an inferential network construct that allows one to predict or explain physical phenomena. The evaluation tools were: student’s ability change – via Rasch analysis – and self-ecacy sense in multiple choice tests; mind map; word network association; and focal group interviewing. The results showed traces of concept evolution (in a sense of change), students’ ability gain, increase of self-ecacy sense, acquisition of scientific language terms and change in the topology and edge’s frequency based on scientific reasoning for the word network. The students’ statements pointed out to activities as a viable educational tool, highlighting aspects such as curiosity and interest within the activities despite some diculty reported.
Avaliação de uma proposta didática sobre força e movimento referenciada na teoria de aprendizagem significativa : uma gincana de conhecimentos como principal recurso utilizado
(Universidade Federal do Espírito Santo, 2016-05-12) Pereira, Vanessa de Oliveira; Camiletti, Giuseppi Gava; Anastacio, Simone Aparecida Fernandes; Linhares, Marília Paixão
This study is a report of the application of an instructional material (IM) applying topics of kinematics and Newton's laws for the Bodies Movement. This research was conducted with two groups of 1st grade of high school students, in a state school in the city of Serra, in the state of Espírito Santo. The MI was created based on the theoretical aspects of Meaningful Learning of Ausubel, the Motivational Strategies proposed by Bzuneck and the guidelines for the development of Potentially Meaningful Teaching Unit of Moreira. As data collection instruments, were used concept maps, Pre- and Post-Test and Registration of Personal Notes of the teacher/master student on the application of MI. The design used in this work was the experimental and data analysis was performed under the qualitative and quantitative approaches, depending on the analyzed collection instrument. The results of the statistical tests showed that the MI prepared helped the performance improvement in the post-test of experimental group of students compared to the control group. The analysis of the Final Concept Maps, according to the methodology, found an improvement in all the quantitative criteria, as well as the qualitative criteria Map Quality. Analysis of the Personal Notes of the teacher/master student studies showed that the inclusion of situations experienced by students in their daily lives and in a contest that happened, were considered relevant to the teaching/learning of the discussed concepts. The results show evidence that MI contributed to promotion of learning of concepts related to the topics of Kinematics and Newton's laws for the Bodies Movement 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.
De copérnico a newton: o ensino da gravitação e o movimento das marés
(Universidade Federal do Espírito Santo, 2023-08-25) Mateveli, Allinne Vezula; Alvarenga, Flávio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; https://orcid.org/; http://lattes.cnpq.br/1603058345284669; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; Monerat, Germano Amaral; https://orcid.org/0000-0003-2536-1171; http://lattes.cnpq.br/5031014907752547
This work approaches the results of the application of the educational product related to the history of Astronomy in the Teaching of Gravitation with emphasis on historical characters and facts of Astronomy and Celestial Mechanics, such as Nicolaus Copernicus, Johannes Kepler, Tyco Brahe and Isaac Newton. Having Tide Behavior as a motivating topic, since many students are curious to understand it and question “How does sea water not spill and why do high and low tides occur?” Where the proposal was the construction of a didactic sequence through a Potentially Significant Teaching Unit (UEPS) with activities planned in Team-Based Learning, and theoretical framework based on D. Ausubel's Meaningful Learning, in the transcription of M. A. Moreira, as well as data analysis was done through a report based on the use of descriptive statistics, whose concept says that it is the science that exhibits its own methods to collect, provide and adequately explain data sets, whether numerical or not, therefore, statistics is the branch of mathematics that relates facts and figures in which there is a set of methods that enable us to collect data and analyze them so that we are likely to make some interpretation of them. The educational product was applied at the Escola Família Agrícola de Ibitirama-MEPES, with students from the Second Grade of High School integrated into the Agricultural Technician, where the pedagogy of alternation is established, although we only have one class, it was very satisfactory to apply it. All classes were held during the months of August, September and October of 2022, being carried out during the implementation process of UEPS and team-based activities in the classroom, accompanied by reflections on the method, speculations and possible explanations of confusing situations. This dissertation generated the Educational Product: Historical Considerations in Teaching Gravitation and Tidal Movement.
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.

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