Mestrado em Física - PPGF

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Navegando Mestrado em Física - PPGF por Autor "Barros, Marina Valentim"

Agora exibindo 1 - 4 de 4
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    Aprendizagem ativa de física quântica no ensino médio
    (Universidade Federal de Goiás, 2020-02-28) Sales, Carlos Henrique Moreira; Andreata, Mauro Antonio; http://lattes.cnpq.br/5551859801714876; Andreata, Mauro Antonio; Barros, Marina Valentim; Cunha, Jalles Franco Ribeiro da; Carneiro, Alessandro de Souza
    We present in this academic production a class proposal in which its development is dedicated to the use of active teaching of Quantum Physics through centers of interest to discuss a specific subject, namely: the Uncertainty Principle, established in 1927 by the German physicist Werner Heisenberg (1901-1976). The centers of interest offer a learning perspective different from the expository classes, in a dynamic in which the student-knowledge relationship is the result of a construction. While, in most cases, in the expository model of the class, the figure of the teacher prevails, with “endless” monologues, thus making him the protagonist of the educational process, on the other side of this educational structure there is the figure of the student, who for the most part of time is just a listener and note taker. The centers of interest were developed by the Belgian educator Ovide Decroly (1871-1932) and aim to transform education into self-education, placing the student at the center of the educational process. In particular, we suggest carrying out a simple and modest experiment that will be the center of interest from which the Heisenberg uncertainty relationship can be discussed.
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    Bases da informação quântica no ensino médio através da plataforma Moodle
    (Universidade Federal de Goiás, 2018-07-13) Mendonça, Rafael Victor Helerbrock; Assis, Paulo Eduardo Gonçalves de; http://lattes.cnpq.br/6124645202489270; Odashima, Mariana Mieko; Barros, Marina Valentim; Moreira, Nilton Luis
    The present work aims to describe pertinent theoretical aspects related to the scope of quantum computation, an increasing ascent area in contemporary physics, besides presenting the elaboration and application of a virtual learning environment created in the Moodle platform directed to high school students. Through AVA, it was intended that students produce new knowledge, seeking to promote their scientific literacy regarding the fundamental aspects of quantum computing
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    Ensino híbrido no ensino de eletromagnetismo
    (Universidade Federal de Goiás, 2018-08-15) Moura, Renato Pereira de; Carneiro, Alessandro de Souza; http://lattes.cnpq.br/5671882746213152; Carneiro, Alessandro de Souza; Barros, Marina Valentim; Barros, Jupyracyara Jandyra de Carvalho; Cunha, Juliana Bernardes Borges da
    This work consists in the development of a Didactic Sequence in a private network college in Trindade, Goiás. This sequence addresses the study of Electromagnetism, and aims to present and discuss the use of active methodologies in physics teaching, with a perspective Hybrid Teaching with a focus on teaching personalization, using diverse methodological approaches, involving presential and non-presential activities to know the main magnetic phenomena and their use in our daily life. The proposed activities were developed in two classes of second grade of High School. During the planning, the preparation and execution of this sequence the focus of the learning process was the student.
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    Robótica educacional nas aulas de física
    (Universidade Federal de Goiás, 2018-07-20) Costa, Wesley Borges; Silva, Jean Carlo da; http://lattes.cnpq.br/9914302138982591; Andreata, Mauro Antonio; http://lattes.cnpq.br/5551859801714876; Cunha, Jalles Franco Ribeiro da; Carneiro, Alessandro de Souza; Barros, Marina Valentim
    Nowadays, within the class rooms, many pupils relies just in what has been given to them, memorizing only lists of substances that something is made of – formula. This blinds the students leaving them with no vibrancy - unmotivated - and does not bring them to realize the connection between the subject and experience they could experiment in everyday life. They are not even able to expose what they had studied throughout the course. In meaningful learning, the learner cannot be considered only a container ready to be fill up, he must be able to use and pass ahead what he has just learnt and internalized, in a substantive way rather than arbitrary manner, so as to capture the meanings of educational materials. That is, the apprentice builds his knowledge. Looking forward to enhance the learning of Physics in the High School of the Escola SESI Guiomar de Freitas Costa (Uberlândia/MG), we have used Educational Robotics to stimulate interest in physics and meaningful learning in the students. Educational Robotics allows students to improve an ability to develop hypotheses, investigate solutions, make the best connections and draw conclusions, all with well-distributed and controlled time. In this research, we have reported how a robot was built up and also how it was used allowing the students of the first year of high school of the SESI and the Guiomar de Freitas Costa (Uberlândia/MG) to construct the concepts of average speed, types of movements and launching of projectiles, showing how much this part of the mechanics is present in our daily life. During the activity, students were able to understand the main physical concepts involved in the experiments by actively participating in the class.