Mestrado Profissional em Ensino de Física
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- ItemProposta de sequência didática sobre o ensino de energia solar através da aprendizagem baseada em projetos e robótica educacional(Universidade Federal do Espírito Santo, 2025-08-29) Souza, Anna Ruth de Souza e; Pereira, Marcia Regina Santana; https://orcid.org/0000-0001-9907-7953; http://lattes.cnpq.br/1550221909303031; https://orcid.org/0009-0005-2757-2361; http://lattes.cnpq.br/1871427765784339; Prado, Ramon Teodoro do; https://orcid.org/0000-0002-0305-8879; http://lattes.cnpq.br/8713095987277296; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803This work presents the application of an Educational Product based on the active methodology of Project-Based Learning (PBL), according to the principles advocated by William Bender, focusing on knowledge construction through practical, collaborative, and interdisciplinary activities. The proposal was developed from a project that integrates Physics concepts, especially those related to solar energy, educational robotics, and the construction of sustainable prototypes powered by solar energy, using recyclable materials. The general objective of this study was to design, implement, and examine a didactic sequence grounded in the Curricular Guidelines of Espírito Santo and the National Common Curricular Base (BNCC), with the aim of contributing to the learning of Physics concepts related to the theme of solar energy, through the active methodology of Project-Based Learning (PBL), using the construction of sustainable robots. The implementation took place in the context of the New High School, within an elective course at a public school in the State of Espírito Santo. The didactic sequence was structured around the development of a collective project focused on solving real-world problems, promoting student protagonism. As pedagogical and assessment tools, portfolios, analytic rubrics, and questionnaires with both open and closed questions were used, with the latter analyzed using the Likert scale. The construction and development of the robots were articulated with the study of the photovoltaic effect, the transformation of sunlight into electrical energy, and the importance of sustainability, connecting the project to the Sustainable Development Goals (SDGs), especially SDG 11. Data collection and analysis were conducted using a qualitative approach, considering both the students’ formative journey and the quality of their productions and reflections throughout the project. Self-assessment and the feedback generated by the instruments used showed progress in content comprehension, student engagement, and the consolidation of competencies established by the BNCC, such as critical thinking, problem-solving, and collaboration.Overall, the results indicate that the didactic sequence and the teacher’s pedagogical mediation contributed effectively to students’ motivation, creativity, and meaningful learning, enabling the articulation between theory and practice and fostering the formation of more critical and active citizens. The use of PBL proved particularly suitable for Physics teaching, as it allowed students to apply concepts in concrete and relevant situations, strengthening the integration of scientific education, technology, and citizenship.
- ItemUma unidade de ensino potencialmente significativa sobre cinemática relativística com base no diagrama espaço-tempo de Minkowski(Universidade Federal do Espírito Santo, 2025-03-14) Soeiro, José Roberto Gomes; Ferracioli, Laércio; https://orcid.org/0000-0002-8119-3232; http://lattes.cnpq.br/7380100778286872; Alvarenga, Flávio Gimenes; https://orcid.org/0000-0002-7579-9561; http://lattes.cnpq.br/7169430092692431; https://orcid.org/0009-0004-1558-3218; http://lattes.cnpq.br/3849241389330247; Monerat, Germano Amaral; https://orcid.org/0000-0003-2536-1171; http://lattes.cnpq.br/5031014907752547; Segatto, Breno Rodrigues; https://orcid.org/0000-0003-0571-8364; http://lattes.cnpq.br/2380353135803549This dissertation consists of a proposal for a Potentially Meaningful Teaching Unit (PMTU), which aims to teach the topic of relativistic kinematics. The PMTU theoretical framework is based on David Ausubel's Theory of Meaningful Learning (1968). The PMTU was prepared with a total of nine classes as follows: two classes on the topics of inertial references and speed of light, serving as a prior organizer; four classes on space-time diagram, relativity of synchronization, time dilation and Lorentz spatial contraction, in a process of progressive differentiation and integrative organization; a class in which a test was administered containing 20 objective questions used to evaluate the PMTU; and finally two classes to consolidate knowledge, with problem propositions, and also qualitative questions about reading the space-time diagram using the active peer instruction methodology. The PMTU was applied to six classes, three of administrative technicians and three of commerce technicians, at the Hunney Everest Piovesan Elementary and Secondary Education School, which is located in the municipality of Cariacica.
- 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.