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Dissertations |
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MATHEUS MAIA CÂMARA
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Seismic Dinamics for High school
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Advisor : CHARLIE SALVADOR GONCALVES
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COMMITTEE MEMBERS :
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CHARLIE SALVADOR GONCALVES
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GUSTAVO CAMELO NETO
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THATYARA FREIRE DE SOUZA
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EDVALDO NOGUEIRA JÚNIOR
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Data: Feb 22, 2022
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Show Abstract
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For learning to take place in a meaningful way, it is not only necessary to transmit knowledge, but characteristics such as interest, socialization and students’ experiences must be taken into account. This work shows the application of a didactic sequence and the experiment associated with it, which aimed to teach the dynamics of earthquakes, where themes involving oscillations, energy and work are elaborate, and was applied with classes from the 1st grade of regular high school and EJA classes. This sequence emphasized the construction of scientific knowledge, critical thinking and student autonomy. Ausubel’s theory of meaningful learning brings prior knowledge as one of the main factors to be considered for teaching. For Vygotsky, the learning process takes place through social interactions, where signs must have their meanings interpreted according to their own experiences. . Associated with these authors, teaching by investigation seeks to highlight students’ experiences and knowledge, produce autonomy and critical thinking, as well as make teaching practice more sociable. The experiment consists of a scale model of a building, equipped with a Tuned Dynamic Attenuator, on a Seismic Agitation Table, this experiment is primarily intended to promote in the student the willingness to participate in the didactic sequence, also allowing the development of more connected concepts, through associations with existing technologies, and concepts related to disciplines other than physics, such as the concepts of seismic waves, magnitude and intensity. The evaluation of these activities was carried out during the application of the didactic sequence and positive results were observed in its application. We hope that the teacher can take advantage of this work, exploring the readings and studies of this dissertation, as well as carrying out the activities proposed here.
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2
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JOSEMAR BESERRA DE MÉLO FILHO
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INVESTIGATIVE TEACHING SEQUENCE: experimental study of a situation problem involving an inclined plane
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Advisor : TASSIANA FERNANDA GENZINI DE CARVALHO
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COMMITTEE MEMBERS :
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TASSIANA FERNANDA GENZINI DE CARVALHO
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JOAO EDUARDO FERNANDES RAMOS
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DIANA PATRICIA GOMES DE ALMEIDA
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Data: Mar 9, 2022
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Show Abstract
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The motivating aspect for the development of this work was the perception that the study of the inclined plane in High School is developed with an excessive emphasis on the application of formulas, and with that, some important concepts are not studied by the students. Based on this motivation, we produced an Investigative Teaching Sequence, whose aspects are supported by Carvalho (2013), and we applied a specific problem of the inclined plane in a class of the first year of high school, with the intention of understanding how this Sequence could contribute to the learning of physical concepts. In the course of this work we developed conceptual and mathematical models that describe and explain the experiment we used. Our research has a qualitative approach, and data collection took place throughout the application of the Didactic Sequence, where we applied 3 questionnaires related to: experimental practices, interpretation of the equations involved, and social situations in which inclined planes are used. It was possible to notice that the students evolved in the use of scientific vocabulary, starting from everyday knowledge to the scientific one, and, in conceptual terms, we realized that the understanding with greater ease was the friction force. We also hoped that students would understand the experimental procedure in terms of the energies involved, and the non-appearance of this concept in the answers was probably due to the short time available to systematize the knowledge, and the few classes followed by students throughout 2021, which it directly interfered in the learning of the necessary prior knowledge to follow the Investigative Teaching Sequence.
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3
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BERALDO PEREIRA DA SILVA NETO
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IN DEFENSE OF THE INVERTED LEARNING MODEL: THE INVERTED CLASSROOM AS A PROPOSAL FOR TEACHING THERMODYNAMICS
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Advisor : ERNESTO ARCENIO VALDES RODRIGUEZ
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COMMITTEE MEMBERS :
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ERNESTO ARCENIO VALDES RODRIGUEZ
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AUGUSTO CESAR LIMA MOREIRA
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KATIA CALLIGARIS RODRIGUES
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Data: Mar 11, 2022
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Show Abstract
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The turn of the 20th to the 21st century changed man's relationship with the use of technologies of various natures. Due to this, there was undoubtedly a transformation in the way of seeing, feeling and experiencing the world, which would certainly have an impact on the most diverse sectors of human activities, including education. One of the factors that prove this sudden change in habits is the fact that children and young people increasingly adhere to the use of different technologies. Immersed in this reality, in addition to transforming the teaching-learning mode within the classroom, re-signifying, at different scales, the role of the student and the teacher, the flippedclassroom method is part of a set of methodologies that seek, through the use of technological devices, to insert students into an increasingly active and independent field in the race for knowledge. Physics 3 (Thermology) of the Federal Institute of Education, Science and Technology of Pernambuco (IFPE), Recife campus; it seeks to unfold and reflect on teaching-learning proposals for the teaching of Thermodynamics. In general, the research presents both the relevance of the method, in which the contents, the interaction and instructions are carried out online in concomitance with the face-to-face practice, as well as the difficulties of the route, highlighting the need for reformulation and innovation. of educational practices in Physics teaching in Brazil.
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4
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ROSANGELA DE MELO SILVA
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Sequência Didática Investigativa com um Sistema Massa-Mola
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Advisor : GUSTAVO CAMELO NETO
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COMMITTEE MEMBERS :
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CHARLIE SALVADOR GONCALVES
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GUSTAVO CAMELO NETO
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PEDRO HUGO DE FIGUEIREDO
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TASSIANA FERNANDA GENZINI DE CARVALHO
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Data: Jul 8, 2022
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Show Abstract
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O presente trabalho apresenta uma proposta de ensino com uma prática experimental, usando um produto educacional desenvolvido para o estudo do movimento harmônico simples, a força elástica, a aceleração gravitacional e a resistência viscosa. No decorrer da nossa pesquisa, utilizamos metodologias de ensino e pesquisa como Aprendizagem Significativa, Ensino Por Investigação, Modelagem Matemática e a Heurística Positiva. Foram elaboradas e aplicadas sequências didáticas junto ao produto educacional, onde foi possível observar o desempenho e a participação dos estudantes durante as atividades propostas. Além disso, foi feita uma análise estatística com as notas obtidas pelos estudantes nas avaliações propostas nas turmas do 2o ano A e 2o ano B do Ensino Médio da EREM Augusta Cordeiro de Melo, localizada na cidade de Calçado, na região Agreste de Pernambuco. Nessa análise, verificamos que estatisticamente não houve evidência de melhor desempenho entre os estudantes participantes das atividades experimentais e os não participantes das mesmas com a turma do 2o ano A. Para a turma do 2o ano B, foi possível constatar que para um nível de significância de 15% há evidência que o desempenho entre os estudantes participantes das atividades experimentais foi melhor do que os estudantes não participantes das atividades.
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5
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MILER VIRGULINO DE SOUZA
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Correndo a Física: utilizando jogos de tabuleiro para trabalhar os conceitos de Dinâmica e Cinemática
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Advisor : JOAO EDUARDO FERNANDES RAMOS
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COMMITTEE MEMBERS :
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FRANCISCO DE ASSIS NASCIMENTO JÚNIOR
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JOAO EDUARDO FERNANDES RAMOS
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TASSIANA FERNANDA GENZINI DE CARVALHO
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Data: Jul 21, 2022
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Show Abstract
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A falta de engajamento dos alunos com o conteúdo escolar é uma questão que deve ser levada em consideração pelo professor quando prepara a sua aula. O produto educacional aqui apresentado teve como objetivo apresentar uma proposta gamificada na tentativa de engajar estes alunos no processo de aprendizagem dos conceitos de mecânica, assim como suas aplicações cotidianas. Para isso foi desenvolvido um jogo de tabuleiro do tipo Quiz onde os alunos do primeiro ano do ensino médio precisariam de um certo domínio do conteúdo para que se tornasse possível a conclusão do jogo. A proposta baseia-se em conceitos de gamificação visando a tentativa de tornar o processo de aprendizagem um jogo atrativo. Seguindo ideias de autores que abordam o engajamento tanto no âmbito educacional como nos afazeres do dia a dia. O produto baseia-se na necessidade de confrontar os conhecimentos já obtidos através das aulas expositivas com as perguntas e debates gerados durante uma jogatina. A implementação do produto educacional se deu de forma presencial com alunos da primeira série do ensino médio, onde os conhecimentos antes e depois da implementação foram comparados fornecendo dados quantitativos e qualitativos para a pesquisa. Como resultado, observamos um desempenho satisfatório em debates durante a jogatina.
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