Mestrado Profissional em Ensino de Física
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Navegando Mestrado Profissional em Ensino de Física por Autor "Brozeguini, Jardel da Costa"
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- ItemDO QUE SÃO FEITAS TODAS AS COISAS: UMA ABORDAGEM DE DEMÓCRITO AO MODELO PADRÃO(Universidade Federal do Espírito Santo, 2021-02-12) Silva, Edna de Souza da; Alvarenga, Flávio Gimenes; https://orcid.org/0000-0002-7579-9561; http://lattes.cnpq.br/7169430092692431; https://orcid.org/; http://lattes.cnpq.br/1206944542084571; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Brozeguini, Jardel da Costa; https://orcid.org/0000-0002-1157-5278; http://lattes.cnpq.br/6906807344681806In a quali-quantitative approach in educational research, the results of the application of a teaching proposal on the structure of matter for High School are analyzed, focusing on the models proposed for the atom and how they changed over time. The theorical reference used is the Meaningful Learning attributed to David Ausubel. The research was developed by an educational intervention carried out in Celicilano Abel de Almeida Public High School, located in São Mateus-ES. The research involved students of the third year through the application of a didactic sequence based on a Potentially Meaningful Teaching Unit, according to Marco Antônio Moreira. For methodological development, several didactic resources and strategies to motivate students were used, such as texts, games and films. After the application of the didactic sequence, the results of the tests, the analysis of the concept maps, as well as the interaction and participation of the students, provided evidence of meaningful learning and that the material used is potentially meaningful.
- ItemDualidade onda-partícula : uma sequência didática para o Ensino Médio com foco em atividades investigativas(Universidade Federal do Espírito Santo, 2018-08-24) Monico, Kleidiani Moreira; Alvarenga, Flávio Gimenes; Brozeguini, Jardel da Costa; Pereira, Marcia Regina SantanaA few decades ago, the teaching of topics related to Modern and Contemporary Physics in High School played a secondary role and was often simply overlooked. However, we currently live in an increasingly globalized world where information circulates with great speed and scientific and technological advances are increasingly present in our daily. In this way, the content related to Modern and Contemporary Physics started to have an importance that maybe did not exist before, and the teaching of this content in High School started to have a mandatory character. In this context, we present in this work a proposal for the Teaching of Wave-Particle Duality content in an investigative perspective. Based on this perspective we constructed a teaching sequence, composed of conceptual support texts, activities and scripts for experimental demonstrations. The methodology used is based on investigative activities. To support our analysis, the data were processed through the application of a questionnaire, recordings of classes and a field diary. The sequence was applied in the first semester of 2018, in a class, with 35 students, from the second year of High School of the School State of Elementary and High School Aflordízio Carvalho da Silva, located in Vitória, Espírito Santo (ES). The research of quali-quanti nature, had as main objective to analyze the learning of the conceptual contents of the students. According to the results obtained, it is possible to perceive how the activities developed during the intervention have the potential to favor conceptual learning.
- ItemUma proposta de sequência didática multi-instrumento para o ensino dos conceitos iniciais de Termodinâmica no Ensino Médio(Universidade Federal do Espírito Santo, 2019-08-16) Alvarenga, Luciana Vianna Gomes; Pereira, Rodrigo Dias; https://orcid.org/0000-0001-9486-7374; http://lattes.cnpq.br/3414799692619699; https://orcid.org/0000-0003-3122-3410; http://lattes.cnpq.br/9730193768313684; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Brozeguini, Jardel da Costa; https://orcid.org/0000-0002-1157-5278; http://lattes.cnpq.br/6906807344681806This work is a qualitative research-action, through which a teaching proposal about the concepts of thermodynamics, specifically those related to heat transfer processes, was investigated. It was based on David Ausubel's Theory of Significant Learning (AS), which states that there is only teaching when there is learning and it must be meaningful. Throughout the research, prioritized approaches that established relationships between the concepts taught and the students' daily lives. For the methodological development, different instructional materials were used as computational simulator, texts, experiments, didactic game, low cost solar heater and video production, whose objective was the occurrence of the significant learning of a 2nd grade high school class of a state public school. The research was developed in four stages that became intertwined and converged to promote meaningful learning. In the pre-tests, the first stage of the research, data collection was carried out regarding previous knowledge. In the next step, the instructional materials were applied. In the sequence, the motivating activities were implemented, whose idea was to verify if proposals with these characteristics could promote contributions in the appropriation of knowledge and in the interaction among the students. In the fourth stage the posttests were applied, for data collection and verification of learning, also providing material for the analysis and the conclusion of the research. For the analysis of pre and post test data with objective questions, the method known as Afla de Cronbach was used and a statistical consistency of the results was verified. For the analysis of other instructional materials, an essentially qualitative perspective was considered. As a general result, it can be affirmed that the material used was potentially significant, contributing to the correct evolution of these concepts, as well as allowing students the ability to establish relationships between the content studied and the phenomena observed in their daily life , as well as identifying and differentiating the three forms of energy transfer.
- ItemUma proposta de sequência didática potencialmente significativa sobre o princípio da conservação da energia a partir da abordagem dos processos de produção e transmissão da energia solar(Universidade Federal do Espírito Santo, 2019-08-12) Formentini, Yure Zanette; Bisch, Sergio Mascarello; https://orcid.org/0000-0001-7452-5772; http://lattes.cnpq.br/7149134147983654; http://lattes.cnpq.br/5312483296506970; Segatto, Breno Rodrigues; https://orcid.org/0000-0003-0571-8364; http://lattes.cnpq.br/2380353135803549; Brozeguini, Jardel da Costa; https://orcid.org/; http://lattes.cnpq.br/The objective of this work was to apply and evaluate a potentially significant didactic sequence that involved the use of variations of the "Just-in-time Teaching" and "Peer Instruction" methods with the "Energy Conservation Principle" theme.