Mestrado Profissional em Ensino de Física
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- ItemUma 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
- ItemDe copérnico a newton: o ensino da gravitação e o movimento das marés(Universidade Federal do Espírito Santo, 2023-08-25) Mateveli, Allinne Vezula; Alvarenga, Flávio Gimenes; https://orcid.org/; http://lattes.cnpq.br/7169430092692431; https://orcid.org/; http://lattes.cnpq.br/1603058345284669; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; Monerat, Germano Amaral; https://orcid.org/0000-0003-2536-1171; http://lattes.cnpq.br/5031014907752547This work approaches the results of the application of the educational product related to the history of Astronomy in the Teaching of Gravitation with emphasis on historical characters and facts of Astronomy and Celestial Mechanics, such as Nicolaus Copernicus, Johannes Kepler, Tyco Brahe and Isaac Newton. Having Tide Behavior as a motivating topic, since many students are curious to understand it and question “How does sea water not spill and why do high and low tides occur?” Where the proposal was the construction of a didactic sequence through a Potentially Significant Teaching Unit (UEPS) with activities planned in Team-Based Learning, and theoretical framework based on D. Ausubel's Meaningful Learning, in the transcription of M. A. Moreira, as well as data analysis was done through a report based on the use of descriptive statistics, whose concept says that it is the science that exhibits its own methods to collect, provide and adequately explain data sets, whether numerical or not, therefore, statistics is the branch of mathematics that relates facts and figures in which there is a set of methods that enable us to collect data and analyze them so that we are likely to make some interpretation of them. The educational product was applied at the Escola Família Agrícola de Ibitirama-MEPES, with students from the Second Grade of High School integrated into the Agricultural Technician, where the pedagogy of alternation is established, although we only have one class, it was very satisfactory to apply it. All classes were held during the months of August, September and October of 2022, being carried out during the implementation process of UEPS and team-based activities in the classroom, accompanied by reflections on the method, speculations and possible explanations of confusing situations. This dissertation generated the Educational Product: Historical Considerations in Teaching Gravitation and Tidal Movement.
- ItemUma proposta de sequência didática envolvendo conceitos relacionados ao uso da energia fotovoltaica para o ensino fundamental(Universidade Federal do Espírito Santo, 2023-08-29) Mattos, Romério Cossi; Silva, Mirian Do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; https://orcid.org/0009-0000-2800-1281; http://lattes.cnpq.br/4347340469822024; Sá, Eliane Ferreira de; https://orcid.org/0000-0002-0115-9799; http://lattes.cnpq.br/0775285355654581; Alvarenga, Flávio Gimenes; http://lattes.cnpq.br/7169430092692431This work is research of the pedagogical intervention type in which the formation of basic concepts of electricity related to classical electrodynamics was investigated, from the application of a systematized didactic sequence in the three pedagogical moments with a CTS approach with the use of photovoltaic energy in elementary education. The didactic sequence consists of 12 (twelve) classes and was applied in two classes of the eighth year of elementary school, with a total of 71 students, in a school of the state education network, in the municipality of Cariacica/ES. The teaching sequence was developed in the three pedagogical moments. The specifics of each one of them are the following: moment of the initial problematization, where questions were presented that relate the basic concepts of electricity to the situations that the students witness in their daily lives; moment of knowledge organization, in which the basic concepts of electricity were systematically studied under the teacher's mediation, through dialogued expository classes and use of instructional materials, such as: experiments and computer simulation PhET (Physics Education Technology Project), made available free on the internet by the University of Colorado, which virtually simulates assemblies of electrical circuits, a demonstrative simulation of the Vascak simulator and moment of the application of knowledge, where questions were presented to approach the concepts of electricity used in daily life, dialoguing with the STS perspective. The analytical movement emphasized the appropriation process of scientific terms related to electricity, the identification of evidence of the construction of concepts related to electrical magnitudes and the practical application of this scientific and technological knowledge to different social contexts. The analytical results showed evidence that the students approached the scientifically accepted concepts and that, therefore, the educational activity developed in three pedagogical moments with the STS approach using photovoltaic energy, in the way it was xvi conducted, is a valid pedagogical alternative and suitable for teaching basic concepts of electricity referring to classical electrodynamics, from a socio-scientific perspective.
- ItemAtividades experimentais em Física para o Ensino Médio em articulação com a BNCC com mediação não presencial no cenário da pandemia(Universidade Federal do Espírito Santo, 2023-02-28) Gottardi, Thiago Rodrigues; Silva, Laércio Evandro Ferracioli da; https://orcid.org/0000-0002-8119-3232; http://lattes.cnpq.br/7380100778286872; https://orcid.org/0009-0007-6994-8878; http://lattes.cnpq.br/6905801658970602; Segatto, Breno Rodrigues; https://orcid.org/0000-0003-0571-8364; http://lattes.cnpq.br/2380353135803549; Prado, Ramon Teodoro do; https://orcid.org/0000-0002-0305-8879; http://lattes.cnpq.br/8713095987277296This work describes the construction of a methodology for addressing experimental activities in Physics for first-year high school students, in the context of Non-Face-toFace Pedagogical Activities (APNP) demanded by the context of the Coronavirus pandemic and based on general competencies of the Common National Curriculum Base, namely Knowledge, Scientific, Critical and Creative Thinking, Communication and Argumentation. The study was developed in two classes of the 1st year of high school, respectively, with 46 and 38 students, belonging to the Instituto Federal do Espírito Santo (IFES). One of the motivations of development was the need for and importance of the presence of experimental activities during the school year, even in the pandemic-imposed regime. Another motivation was the arrival of BNCC in 1st grade of high school and its implications in teaching practice. To this end, a sequence of actions was delineated that would enable students to perform experimental activities without teacher mediation, at home and consciously and reflexively. Therefore, two Workshops and four Experiments were developed using Diagram V as a structuring element and enabler of conceptual, practical and cognitive expressions. As data collection elements we use logbook, extra class calls, and Diagram V. Data analysis provided clues in the direction of achieving the proposed objective and allows a comparison with face-to-face proposals. Finally, the balance was that this work contributed to the training and inclusion of students and that the methodology used was effective.
- ItemUMA PROPOSTA DE UNIDADE DE ENSINO POTENCIALMENTE SIGNIFICATIVA APLICANDO AS CIÊNCIAS FORENSES AO ENSINO DE FÍSICA MODERNA PARA O ENSINO MÉDIO(Universidade Federal do Espírito Santo, 2022-03-24) Loyola, Renan Costa; Segatto, Breno Rodrigues; https://orcid.org/; http://lattes.cnpq.br/2380353135803549; https://orcid.org/; http://lattes.cnpq.br/; Leal, Fernando Jose Lira; https://orcid.org/; http://lattes.cnpq.br/This master`s research work reports the development of a didactic sequence proposal on concepts of modern and contemporary physics, using a forensic context to present physical phenomena to high school students. The theoretical assumption that guided t