Mestrado Profissional em Ensino de Física

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Navegando Mestrado Profissional em Ensino de Física por Autor "Bisch, Sérgio Mascarello"

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    Medidas de distâncias em astronomia : uma proposta de unidade de ensino potencialmente significativa para o ensino médio
    (Universidade Federal do Espírito Santo, 2018-02-23) Ferreira, Carlos Augusto; Bisch, Sérgio Mascarello; Gomes, Thiéberson da Silva; Buffon, Luiz Otávio
    The purpose of the research was to develop and assess a Potentially Meaningful Teaching Unit (PMTU) for the teaching of Astronomy in High School, having as basic theme the methods of measuring distances in Astronomy. The PMTU has been implemented in two parts. The first, with a group of 28 students from the Centro Educacional Charles Darwin of Guarapari, ES, about the technique of determining the circumference of the Earth used by the Greek philosopher Eratosthenes. The second, with a group of 22 students from the Centro Estadual do Ensino Médio em Tempo Integral São Pedro, Vitória, ES, about techniques of measurements of distances to celestial objetcs. The students of the Centro Educacional Charles Darwin attended the first year of high school, while students at the Centro Estadual do Ensino Médio em Tempo Integral São Pedro were enrolled in an elective course in which students from the three high school grades could matriculate. The main theoretical framework used in the preparation of the PMTU and assessment of the results was David Ausubel's Theory of Meaningful Learning. The main purpose of the PMTU is to answer the general question: "What is the size of the universe?”. We attempted to elaborate the didactic sequence based on potentially meaningful activities and materials involving historical techniques to determine the Earth's radius, the distance from Earth to the Moon, the distance from Earth to the Sun, the use of the magnitude system, the use of Cepheid variables as standard candles and the Hubble Law. During the application of the proposal were held classroom discussions around the activities developed, used motivational videos, as well as the Stellarium astronomical software. The structuring of the second part of the PMTU was planned following the application of a questionnaire that served to verify the prior knowledge of the students on the topics to be addressed. Analyzing the data collected through the questionnaires applied before and after the interventions, it was possible to ascertain signs of a meaningful learning, as in the case of students who did not know the parsec units and AU (astronomical unit) before the application of the didactic sequences. After the activities, they were able not only to convert these units to more conventional ones, such as meters and kilometers, but also to apply logarithms to calculate the distances of the Earth to the stars. The analysis also demonstrated difficulties in the teaching-learning process with respect to the "radian" unit, the waves concept and the understanding of light-year unity, indicating that some points in the sequence need to be reviewed and improved. A description of the objectives, structure, activities and the material used throughout the application of the PMTU are presented in the A and B appendices of this work, constituting a product that can serve as a reference for other teachers who wish to develop projects of astronomy teaching in Basic Education.
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    Nossa posição no universo : uma proposta de sequência didática para o ensino de astronomia no ensino médio
    (Universidade Federal do Espírito Santo, 2015-02-10) Silva, Thiago Pereira da; Bisch, Sérgio Mascarello; Langhi, Rodolfo; Pereira, Márcia Regina Santana
    The purpose of the research was to develop and evaluate an instructional sequence for Astronomy teaching in high school, applied to a group of 14 studentsfrom a public school of the Espirito Santo state, in order to confirm the sequence methodology and activities provided a meaningful learning about concepts related to the sky, the Universe and our position within it. The students were graduating from highschool and attending a project called "Pre-ENEM". The main theoretical framework used in the preparation of the sequence and evaluation of the results was the Meaningful Learning Theory of David Ausubel and Joseph Novak, complemented with consideration ofresearch results in the area of Astronomy Education. The instructional sequence had as general theme "Our position in the Universe".We sought to develop the sequence based on potentially significant activities and materials, involving practices of sky observation to the naked eye and with the use of telescope, complemented by workshops involving the construction of three-dimensional models of the Southern Cross constellation and the Solar System, discussions in class about the activities developed, using of motivational videos as well as the use of astronomical software Stellariumfor the recognition of the night sky of Cariacica, ES, city where the school in which the sequence was applied is located. The final structure of the sequence was planned after applying a pre-test which was used to check previous knowledge of students on the topics to be addressed. Analyzing the data collected by means of questionnaires (preand post-tests) and semi-structured interviews it was possible to ascertain evidence of a meaningful learning, as in the case of students who, before the instructional sequence, said in the night sky it would only be possible to observe stars and thought the sky as a dome, with little or no depth. After the activities they were able to discern that in the sky, beyond the stars, there are visible planets, even to the naked eye, and that the sky has a depth, that the stars are not side by side, that the sky is our window to the Universe, showing evidence of an integrative reconciliation between the concepts of sky and universe. The analysis also showed difficulties in the teaching-learning process respect to the topic that involved time scales, when it was made a comparison between the time of existence of the Universe and that of the human specieson Earth and of a human life, as that of the students themselves, indicating that some points of the sequence must be reviewed. A description of the objectives, structure, activities and the material used throughout the instructional sequence are shown inAppendix A, resulting in a product that can serve as reference for other teachers who wish to carry out Astronomy education projects in basic education.
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    Uma proposta de ensino de astronomia para o Ensino Médio a partir de uma breve história da evolução de nosso conhecimento sobre o universo
    (Universidade Federal do Espírito Santo, 2017-08-28) Rogério, Túlio Permino; Bisch, Sérgio Mascarello; Langhi, Rodolfo; Coelho, Geide Rosa
    The inclusion of Astronomy topics in Basic Education is supported by several laws in force and is already well justified in the literature of the area of teaching of Physics and Astronomy, however it is not common practice in classrooms for several reasons. In order to disseminate this theme, in secondary schools and also in academic research in Teaching, this proposal seeks to investigate the possible contributions that the application of the dynamics of the Three Pedagogical Moments can promote in the Teaching of Astronomy in a public school in the state of Holy Spirit. This dynamic has a dialogic and problematizing perspective. The dynamics consists of an Initial Problematization, which seeks to awaken in the student the need to acquire knowledge, followed by a moment of Knowledge Organization, when the necessary knowledge for the understanding of the subject is studied, ending in an Application of Knowledge, which is a moment of using organized knowledge to arrive at a synthesis about the phenomenon studied, or extrapolating to new situations, whose understanding also applies the knowledge previously studied. With this approach, the expectation was to achieve greater participation of the students, since there was room for them to bring their doubts and expectations about Astronomy to the classroom and, with this, they could participate more actively during the teaching-learning process, avoiding a mere direct transmission of information, without respecting their experiences and knowledge. The general structure of the proposal counts on six blocks of activities: the students’ previous conceptions; observations of the night sky; geocentric and heliocentric solar system; distances between galaxies; astronomical proportions and distances; and evaluation of the proposal. The data were collected from questionnaires, written activities, logbooks and recorded audios, with consent. During the classes, analyzing the applied activities and the interviews, it was evidenced a good involvement of the students who seem to have appropriated the discussions and activities carried out. The observation of students’ postures allowed the evaluation of characteristics of their autonomy profile, and the results indicate some characteristics of more reflective students. Although we recognize the limitations of this proposal, it seems to have great potential for interventions in introductory astronomy studies that seek to work beyond the knowledge present in didactic materials, promoting a constant dialogue between astronomical knowledge and aspects that can be experienced in daily life.
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    Uma proposta de ensino sobre o sistema solar para a educação básica
    (Universidade Federal do Espírito Santo, 2024-02-28) Araujo, Maikon Barbosa de; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Bisch, Sérgio Mascarello ; https://orcid.org/0000-0001-7452-5772; http://lattes.cnpq.br/7149134147983654; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/0009-0007-4364-4307; http://lattes.cnpq.br/1881390630645448; Roberto Junior, Artur Justiniano ; https://orcid.org/0000-0001-8935-2843; http://lattes.cnpq.br/6122155083160820; Alvarenga, Flávio Gimenes ; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    We observed a growing interest on the part of Basic Education students in topics related to Astronomy, contributing to this the wide dissemination of the Brazilian Astronomy and Astronautics Olympiad (OBA). The presence of Astronomy themes in official texts that refer to the curriculum, such as the National Common Curricular Base (BNCC) and the New Secondary Education, is also notable. This motivated us to propose didactic sequences, based on the Theory of Meaningful Learning (TAS), developed by David Ausubel and widely disseminated in Brazil by Marco Antônio Moreira, aimed at teaching Astronomy in Basic Education. We organize classes into didactic sequences according to themes related to the Solar System, in the form of Potentially Meaningful Teaching Units (PMTUS), seeking to promote not only conceptual learning, but investigative experiences that motivate the student to delve deeper and continue learning Astronomy. We applied our teaching proposal in a public school in the state of Espírito Santo, through an elective discipline, consisting of twenty-six students. The project took place over a period of nine weeks with two classes per week, totaling eighteen class hours. To investigate the students' prior knowledge and the existence of possible misconceptions, at the beginning of each class we apply a test related to the PMTUS theme in question. In addition to the tests, we observe students' externalizations through conversations in the classroom and dialogues in the WhatsApp’s group. At the end of applying the teaching proposal, we looked for signs of meaningful learning through the comparison of both results of the initial tests and the final test, we analyzed the dialogues in the group and the practical activities photos shared. We noticed an improvement in the final test's correct answer rates for some questions and, through the analysis of conversations and practices, we observed the commitment of the students, who went beyond what was requested, spontaneously recognizing some constellations, revealing signs of meaningful learning. The learning observed, the motivation, the interest aroused in the students during the practical activities of observing and recognizing stars in the sky, revealed in their statements, seem to indicate that the teaching units proposed and applied, to a large extent, proved to be potentially significant. We hope that our research and teaching proposal, consolidated in the educational product we present in the annex, the booklet “Guide for beginners and backpackers to the Solar System”, can bring contributions to other teachers and researchers involved in teaching Astronomy for Basic Education
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    Uma proposta dialógica para o ensino de astronomia e energia para alunos da modalidade da Educação de Jovens e Adultos de Vitória a partir de uma problematização do tema "meteoros"
    (Universidade Federal do Espírito Santo, 2017-08-24) Sant’Anna, Estevão Prezentino; Bisch, Sérgio Mascarello; Buffon, Luiz Otávio; Coelho, Geide Rosa
    This work was carried out with students of the EJA modality of Vitória, in Espírito Santo state.Its purpose is to elaborate and analyze the application results of a pedagogical proposal for theEJA modality students, referenced in the Three Pedagogical Moments (3MP), for the teachingof Astronomy and Physics from a “meteors and their risks to life on Earth” problematization.During the application of the proposal, a mapping of the students’ previous concepts aboutthe meteors, the composition and structure of the Solar System and the concept of energywas initially done. In addition to the thematic approach, which began with a discussion of thetheme “meteors and their risks to life on Earth”, the work also included a discussion of thecomposition and structure of the solar system and involved the application of the physicalconcept of energy. With the proposal application, it was possible to evaluate the evolution ofstudents’ conceptions about the solar system, meteors and energy and their attitudes towards agreater dialogicity, critical vision and autonomy. The data collection tools used were: open andLikert questionnaire, pre and post activity, A4 sheet drawing representation of the solar system,before and after the activities, three-dimensional models of the solar system construction, alsobefore and at the end of the didactic proposal, combined with a collaborative analysis afterits construction, which were carried out in groups so that the members could externalize andconstruct collectively, the teacher’s logbook, along with the lectures video and audio recordings.Upon examination of these events, it becomes clear that the students are attached to artisticrepresentations that, in large scale, are disseminated in textbooks and the internet, but donot represent the solar system properly which induce alternative conceptions with dimensionalerrors, position, spatiality and even compositional errors. The conceptions regarding the numberof planets, natural satellites and stars in the Solar System also presented great discrepancywith the real data. Some students represented the Solar System within the clouds limit as ifour system were between heaven and Earth, in a representation clearly based on a religiousconception. The post data showed that many students changed their conceptions, but someare so ingrained that did not change. Through the recordings and journals analysis we verifiedthe promotion of a greater dialogicity, autonomy and critical view on what the meteors are andthe possible risks they represent for life on Earth, based on the activities carried out. In whichstudents who previously had a considerable fear of making mistakes, no longer presented them,showing greater confidence and independence.