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 Autor "Bohland Filho, José"

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    O ensino de eletrostática em uma perspectiva investigativa : analisando o processo de construção de conhecimento científico de estudantes da 3ª série do Ensino Médio do IFES Campus Linhares
    (Universidade Federal do Espírito Santo, 2016-10-07) Mota, Rovilson de Oliveira; Coelho, Geide Rosa; Bohland Filho, José; Anastácio, Simone Aparecida Fernandes
    In this work, we developed and validated a teaching sequence, as well as we analysed the conceptual, attitudinal and procedural dimensions of students of the 3rd grade of high school during some educational activities developed with an investigative approach in electrostatics. Investigative teaching propitiated for the students, in my investigations, proactive attitudes in the teaching and learning process and therefore contributes for the insert of this individual into the scientific culture. This way, I realized a research with a qualitative approaching starting from the development of an investigative teaching material where the subject was electrostatics, which included experimental activities for this topic. These experimental activities were carried out by 3rd grade high school students from the Federal Institue of Espirito Santo (IFES, in Portuguese) – Linhares Campus, Espirito Santo (ES) – in order to aggregate their learning process by acting, questioning, formulating and testing hypothesis, while interacting with the experiments as an attempt of raising their critical and reflexive attitudes. This interaction was carried out in the Linhares campus laboratory and each of the 5 activities lasted 120 min. The data was collected using filming and audio recording equipment, and consisted of written responses from the students of that teaching unit. For analysis of the attitudinal and procedural dimensions I used the categorization procedures developed by Souza (2014) and for analysis of the conceptual dimension I used the student responses of the discursive interactions and of the meanings attributed by the students to the concepts shared in class. The results show that the investigative activities, as realized in this study, have the potential to develop conceptual, attitudinal and procedural dimensions such as collaborative teamwork, respect of the diversities through dialogue between students, idea structuring by the use of drawings, development of written and spoken language, and the creation of hypothesis.
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    Uma proposta para a introdução ao estudo da eletrostática para alunos do ensino médio
    (Universidade Federal do Espírito Santo, 2018-08-24) Fernandes, Sanderley de Jesus; Camiletti, Giuseppi Gava; Coelho, Geide Rosa; Bohland Filho, José
    In this research, we present the proposal of a plan of activities complementary to the textbook on electrostatics, in the light of the theoretical and methodological assumptions of David Ausubel's Significant Learning, with the help of Theory of Motivation in the school context, by José Aloyseo Bzuneck and of the Method of Active Teaching Instruction by the Colleagues of Eric Mazur. The consultation was carried out with the students of the third grade of high school, in a state public school in Espírito Santo, located in the municipality of Vitória, between February and May 2017. The instruments of data collection were the Pre and Post Test, Student Opinion Questionnaire, and Teacher Notes. The delineation was chosen for the experimental work and the data analysis was quantitative focus related to the Pre and Post Test and the focus qualitative, related to the Student Opinion Questionnaire and the Professor's Notes. The results of the statistical tests indicated that the Complementary Plan elaborated contributions for the improvement of the performance in the Post-test of the students of the Experimental Group in relation to the Control Group. Student knowledge analysis indicates that experimental activities and multimedia resources can be awakened to student interest.