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 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.
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.
Uma investigação sobre a elaboração e a utilização de um material instrucional baseado na teoria da Aprendizagem Significativa para o estudo de um tópico de mecânica no contexto rural
(Universidade Federal do Espírito Santo, 2014-07-29) Silva, Claytor Vieira da; Camiletti, Giuseppi Gava; Alvarenga, Flávio Gimenes; Lemos, Evelyse dos Santos
The main objectives of this paper were to elaborate, implement and evaluate the impact of an instructional material, addressing the principle of conservation of mechanical energy, using elements from a rural zone context. The study was conducted in a class of 21 students from the 2nd grade of High School, in a public school located in the countryside of the state of Espírito Santo. The instructional material was based on assumptions of Meaningful Learning of Ausubel and on guidelines for preparation of Potentially Meaningful Teaching Units of Moreira. The basic premise of Ausubel's theory is that meaningful learning only occurs when new information is the basis of the cognitive structure of the learner. It is necessary to find out what students already know and focus teaching on it, starting from the most general and inclusive concepts to more specific ones. The Progressive Concept Maps show positive results. Reviews Content Issues presented along the Instructional Material Questionnaire students’ opinions as well as the Diary teacher / graduate student. The approach of data analysis was qualitative. The results of concept maps showed great improvements in their conceptual hierarchy, quality and quantitative criteria considered. The results of the evaluations suggest that students demonstrate mastery of the concepts of work and energy, but had difficulty in principles of conservation of energy. Activities to respond and discuss the issues contained in the instructional material were able to provide moments of social interaction and negotiation of meaning. The opinion of the students and the logbook teacher / graduate student show that the insertion of elements of daily life in the countryside was well accepted and considered relevant to the teaching / learning of the concepts covered. These results are from an Instructional Material which is potentially significant to promote Meaningful Learning of the Principle of Conservation of Mechanical Energy 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.
Supercondutividade : uma proposta de inserção no ensino médio
(Universidade Federal do Espírito Santo, 2014-07-30) Vieira, David Menegassi; Gomes, Thiéberson da Silva; Mendonça, Conceição Aparecida Soares; Coelho, Geide Rosa
High-tech equipment are part of the daily life of ordinary people today, such as: smartphones, LED TV's, GPS, nuclear magnetic resonance and other equipment. However, he knows little about the concept of Modern and Contemporary Physics (FMC), which give rise to these technologies that both facilitate and improve your life. In the literature, authors and reference documents address the theme. One of the documents, the Law of Guidelines and Bases 1996 reports that high school must provide the student mastery of the principles that are associated with scientific and technological production today. Not far from this very authors involved with the work in Physics Teaching point relevant justifications for immediate insertion of FMC Topics in High School. In this context, this work was developed under the theoretical aspects of the Theory of Didactic Transposition and Meaningful Learning with the use of concept mapping. The first theoretical aspect, comes the "work" to transform a knowledge of the academic community, one that will be part of the books and teaching manuals and then will be treated in the classroom. Didactic Transposition in the process there are five rules that will transpose the content, greater possibilities of success and permanence in the curriculum where it is deployed. The second theoretical aspect, will assess the cognitive and conceptual advance made by the students during their work with the use of concept maps and developed the instructional sequence is potentially significant. The work was conducted with students in the morning shift, the third year of high school in a public school in the state of Espírito Santo. Implementation of some questionnaires allowed to raise various data being processed through them, teacher performance, what students could learn about topics of Modern and Contemporary Physics and their interest in studying them, the age of the samples, their interest in scientific programs, its connectivity to the internet and experience in the use of some software, the evaluation of instructional resources and finally a questionnaire self evaluation of the student. In addition to the data obtained through the concept maps, videos, exercises, research activities and all others who helped confirm the impact of the instructional sequence at the high school level. Finally, the instructional sequence developed in this work can be an alternative for the insertion and maintenance of Topics of Modern and Contemporary Physics in high school, but it is noteworthy that it is not a permanent solution to the difficulties of making available to the student knowledge of the technologies that surround it, but be an alternative for this purpose.
Uma proposta de realização de uma feira científica de física em uma escola de ensino médio
(Universidade Federal do Espírito Santo, 2014-07-31) Zandomênico, João Maurício; Camiletti, Giuseppi Gava; Leite, Sídnei Quezada Meireles; Segatto, Breno Rodrigues
This studyexamined a proposal forexecuteaPhysicsScienceFairin ahighschool inthe State in the State ofEspírito Santo. TheScience Faircanbe configured as anon-formaleducation activity, which in this casewas conducted aspart of the activitiesof formal education, as the results of the evaluationwere used in thepaymentof the pointsof the semester. 152studentsof 2nd and 3rdyear of high school, divided into29groups4-6students, who developedthe experimentsand wereinvolvedpresentationmadeduring the Fair, under the supervision of the teacher/student masteringresponsibility. The whole projectlastedthree months, thisplanninguntilthe day of theScientificFair. Tofacilitate theproject evaluationand data collectionfor the work ofmasters, opinion questionnairesof studentsapplied before andafter theFair, monitoring reportsof student work, protocolsfor evaluationof foreignteachersatschool,conceptualissueswere developedpresentedsomeexperimentsandexternal evaluatorsinterviewquestionnaire.Data were compiledusingdescriptive statisticaltools. The resultsindicate thatthis eventconstitutesastrategy formotivatingstudents, as were persistentand interested in thedevelopment of tasks. Showed evidenceof the difficultyof studentsin the process ofdidactic transpositiontothe presentationof the experiments, which is indicativeof alow level ofabsorption ofconceptsfrom visitors. The opinions ofstudentson the completionof the Fair, as well as the benefits forteaching practiceinview of theteacher/student masteringwere also observed. The workwas highlypositivewith respectto the involvement ofstudentsin the tasks ofScientificFairrevealedandpoints that need tobe betterstructuredto achieve abetter jobin presentingexperimentsfor visitors.
Experimentos e experiências na sala de aula : potencialidades pedagógicas das atividades investigativas no ensino de física
(Universidade Federal do Espírito Santo, 2014-08-21) Silva, Alexander Aparecido; Silva, Mirian do Amaral Jonis; Coelho, Geide Rosa; Sá, Eliane Ferreira de
The present study discusses the contribution of investigative activities in teaching physics to high school. While considering the polysemy around the definition of teaching for research, investigative activities taking proposals were developed based on principles and criteria which, in the view of the authors of reference, featuring investigative activities.Are analyzed the records produced by the students in the search for evidence to demonstrate the potential of investigative activities in relation to the integration of students in scientific culture, with regard tothe construction of physical concepts and the consistent use of scientific terms, seeking a rapprochement with the ideas of Vygotsky and Bakhtin. The analysis points to the significant contribution of investigative activities for communication between teacher and students and these among themselves, besides promoting the expansion of scientific language and autonomy in solving the problems posed.The notes present in this study reveal the significant contribution of the research to the subjects involved, which, in addition to the experiments, share an educational experience that opens avenues for future developments.
O ensino de eletrodinâmica em uma perspectiva investigativa : investigando os desdobramentos sobre a aprendizagem de estudantes
(Universidade Federal do Espírito Santo, 2014-09-12) Souza Junior, Domingos Rodrigues; Coelho, Geide Rosa; Anastacio, Simone Aparecida Fernandes; Ribeiro, Amanda Amantes Neiva
In this work we present a proposal of investigative approach to teaching Electrodynamics, performed during the first half of 2013 in three classes, totaling 67 high school senior students attending the E.E.E.M Maria Ortiz located in Vitoria, Espírito Santo (ES). The study of longitudinal and quali-quanti nature , whose main research reason is to investigate the learning of conceptual, procedural and attitudinal contents while conducting activities of investigative approach in physics classes. The methodology and resources used are both based on the theory of learning through inquiry and Ausubel's Meaningful Learning, whose starting point is the previous knowledge of the student and his role in constructing his own learning. We built an investigative unit of teaching with texts of conceptual support, notebook with activities and learning objects (applets, simulations and software). The data collect was processed through tests, audio and videotaped classes and field diary created to investigate the development of the activities. We used the field diary; the classes recorded on video, the audio and answered questions to infer the procedural and attitudinal students learning. The results point changes in the attitudes of the students (exchange of ideas, participation in activities, collaborative work) and in my attitudes as a researcher teacher. The changes in students' attitudes are related to the way they learn, when questioned, they research hypotheses to solve concrete problems. Regarding the conceptual content, the analysis of the data obtained in the light of the treatment Rasch, pointed out that there was an increase in the dimension of the content. Furthermore, there were quite significant changes related to the techniques, strategies and attitudes used by students while solving the proposed problems. The final balance, indicates that the way the intervention based on the learning through investigation, the actions and activities were developed, has the potential to promote meaningful learning and make students more involved in the process.
Propostas de utilização de sequências didáticas investigativas para o estudo do conceito de velocidade no ensino médio
(Universidade Federal do Espírito Santo, 2014-09-25) Pereira, Whortton Vieira; Anastácio, Simone Aparecida Fernandes; Moreira, José Guilherme Martins Alves; Pereira, Márcia Regina Santana
The misconception’s evolution to the scientific knowledge is a long process. In this way, several authors pointed that investigative experimental activities would promote conceptual evolution. In this work, a study was performed in order to investigate the utilization of investigative experimental activities as a tool to achieve conceptual evolution. The addressed concept was velocity. The sequence of activities was accomplished with a group of first year high school students who had already studied the concept of speed. In this group many students presented misconceptions reported in the literature. In this case, misconceptions were perceived even after the formal instruction. As discussed in the literature a single activity was not sufficient to promote the conceptual evolution. Because of this, it was necessary tree different activities. After these activities, all students answered questions, and the students responses were analyzed by contend analyses. The data analyses corroborated that experimental investigative activities would be a good alternative compared to traditional laboratory classes.
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.
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.
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.
Interações discursivas em aulas de física do ensino médio para o ensino de energia : narrativas de um professor em formação
(Universidade Federal do Espírito Santo, 2015-08-31) Almeida, Julio Cesar Souza; Coelho, Geide Rosa; Garcia, Junia Freguglia Machado; Anastácio, Simone Aparecida Fernandes; Silva, Fábio Augusto Rodrigues e
In search of trying to teach a more dialogical class, where students were not mere adjuncts, but to participate more effectively in the construction of their knowledge, I present a proposal for discussion of the energy theme in integrated manner, starting more general context where we identify all forms of energy who students have known, and then address more specific knowledge, identifying and analyzing each of the cited energy by them, and as those energies are transformed. The research proposal has been developed in a public high school in the state of Espírito Santo. The main objective was to narrate and analyze my own practice when trying to approach the energy theme, for the third grade students of high school, in a more dialogical dimension. The reflection is guided in the speech interactions established in the classroom with thirty-six students of the third grade in a high school. To approach the subject, I developed a didactic sequence that lasted eleven teaching hours and it was structured from the three educational moments described by Delizoicov, Angotti in Pernambuco (2002), using videos from youtube channel, for construction of the initial problem. I take on the narrative as this research methodology, since the whole “scientific story” developed as a result that was narrated by me, with a wealth of details, since all of them were recorded in HD format in audio and video. To analyze the discursive interactions used the tool proposed by Mortimer an Scott (2002). I investigated also the appropriation of students in relation to the energy theme and the same opinion about the education intervention. For my lack of experience in lessons based on dialogic interaction, I realized that in a few moments, in relation to the subject should be more feedback(F) or pursuance(P) in the speeches of the students to enhance of the interactivity and dialogue. With the respect to the sense produced by students about energy, how we use it, and the energy matrix of our country, often deployed to an interdisciplinary field. In this context, students could develop a critical opinion about the conscious use of energy.
O estudo das diversas formas de produção de energia em uma abordagem CTSA : buscando indícios de alfabetização científica de estudantes do ensino médio
(Universidade Federal do Espírito Santo, 2015-12-11) Leite, Vinícius Lopes; Coelho, Geide Rosa; Amado, Manuella Villar; Silva, Mirian do Amaral Jonis; Alvarenga, Flavio Gimenes
We present a teaching sequence developed with STSE approach that aimed to develop important aspects of scientific literacy in high school students, which was developed during the first half of 2015, in a class of 40 students the first year of education East, the morning shift, the State School Aristobulo Barbosa Leão, located in Serra / ES. The STSE approach, and boost critical and reflective questions, has a functional structure that facilitated the organization of 19 classes that make up the instructional sequence, entitled "energy sources and their environmental and social impacts: evaluating costs and benefits." We chose to open questions, collective reading texts, videos consideration and discussion of issues related to them in the search for more interactive and dialogical classes. The qualitative study aimed to investigate the potential of educational intervention in the context of physical education, from the pursuit of scientific literacy of evidence in the arguments produced by the students, analyzing the quality of these arguments and epistemological present operations on them. The data were collected from the following sources: teacher logbook classes in video recordings, audio recordings of conversations, copy the written activities and interview recorded audio. The choice of a social-controversial issue as the issue of intervention and starting point of the STSE approach contributed to the success of educational intervention, since data analysis allowed us to conclude that the teaching sequence was able to contribute to scientific literacy process students and provided development of their argumentative skills. In addition to the dissertation research provided the preparation of a final product, which is developed instructional sequence and has reports of very rich experiences that occurred in me for your application.
O conceito de campo no eletromagnetismo : uma unidade de ensino potencialmente significativa
(Universidade Federal do Espírito Santo, 2015-12-17) Rocha, Márcio Oliveira da; Gomes, Thiéberson da Silva; Oliveira, Alex Jordane de; Alvarenga, Flávio Gimenes; Segatto, Breno Rodrigues
This study reports the application of a Potentially Meaningful Teaching Unit for teaching the concept of field in the electromagnetism in a public school state. This teaching unit was elaborated based on the assumptions of the Meaningful Learning Theory and applied in a class of third grade the first quarter of 2015. The instruments used for data collection were: The activities of the students, the identification of questionnaires prior knowledge and assessment of learning and questionnaire evaluation of instructional resources. For data analysis, we adopted a qualitative approach and used as a methodological reference the Content Analysis of Bardin (1977).The qualitative analysis of activities and learning evaluation’s questionnaire showed that students have appropriated, gradually, the tackled concepts in teaching unit and they were able to apply them to solve the proposed problematical situations. The results of the questionnaire evaluation of instructional resources indicated that use of experiments, videos and computer simulations contributed to raise the interest of students for the content addressed in teaching unit. Thus, the results indicated that the Potentially Meaningful Teaching Unit, elaborated based on the assumptions of the Meaningful Learning Theory to introduce the concepts of electric and magnetic field has achieved the goals of this work.
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 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.
Utilização do diagrama v em atividades experimentais de física em sala de aula de ensino médio
(Universidade Federal do Espírito Santo, 2015-12-18) Prado, Ramon Teodoro do; Ferracioli, Laércio; Lemos, Evelyse dos Santos; Anastácio, Simone Aparecida Fernandes
This work describes the use of the V of epistemological Gowin, called this work diagram V in experimental activities in Physics in the classroom at a school public schools of the state of Espirito Santo. The school where there was the work is the state school of primary and secondary Clovis Borges Miguel located in the city of Serra, metropolitan area of Greater Victoria. Three experimental activities in Physics have worked with a group of 3rd year of high school, with students of average age of 17 years. Two activities of Electrodynamics and Magnetism activity were carried out with the V diagram been used as a guiding tool, data collection and evaluation throughout the process. The diagramsVs produced by students were analyzed from two approaches: the first based on criteria proposed by Gowin and Alvarez (2005) and the second based on conceptual aspects worked. The results showed that the students were able to gain independence in carrying out experimental activities proposed to establish relationship between the concepts discussed and the actual activity, think about the experimental proposal activities before, during and after meeting them and organize a structured way the collected data. It was also observed that students had difficulty in defining the purpose of the experimental activity and organize and interpret the data collected. In the overall evaluation methodology with the V diagram, students have shown favorable to their use.
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.
Proposta de uma sequência didática sobre tópicos de física quântica através do uso de simulações computacionais e da determinação da constante de Planck com leds aplicado ao ensino médio
(Universidade Federal do Espírito Santo, 2016-02-29) Maciel, Gleiton Santos; Segatto, Breno Rodrigues; Buffon, Luiz Otávio; Pereira, Marcia Regina Santana; Gomes, Thiéberson da Silva
The teaching of Physics is an area that faces many difficulties in relation to the teaching-learning process in Brazil for various reasons, from the continuous traditionalist education to the low scientific and technological investment. Only recently it has been stimulated the inclusion of more current contents in school curricula through LDB guidelines (2000) and PCN (2002), which emphasize the importance of involving them on student's daily life. Given the need for new proposals, this study aimed to develop a Didactic Sequence on topics of Quantum Physics applied to high school through activities of different strategies developed with students from a public school in Vitória – ES. Data were collected in five stages. In the 1st, an individual questionnaire was applied for verifying the conception of the students about Quantum Physics. In the 2nd stage was held a lecture on the subject. In 3rd were used simulations to display quantum phenomena. In Stage 4, was conducted an experiment demonstrating the Planck’s constant. In Stage 5, participants answered another individual questionnaire on the content studied during the previous stages. The results indicated that there was a significant improvement (over 50% accuracy) in relation to the concepts acquired on Quantum Physics. It might be inferred that the teaching sequence carried out influenced positively the teaching-learning process. We conclude that the teaching of such content may be enhanced by the curricular reform proposals and inclusion of various teachinglearning strategies in the daily practice of teachers.

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