Programa de Pós-Graduação em Física - PPGF

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https://repositorio.ufcat.edu.br/handle/tede/19
O Programa Nacional de Mestrado Profissional em Ensino de Física (MNPEF) é um programa nacional de pós-graduação de caráter profissionalizante, voltado a professores de ensino médio e fundamental com ênfase principal em aspectos de conteúdos na Área de Física. É uma iniciativa da Sociedade Brasileira de Física (SBF) com o objetivo de coordenar diferentes capacidades apresentadas por diversas Instituições de Ensino Superior (IES) distribuídas em todas as regiões do País. O objetivo é capacitar em nível de mestrado uma fração muito grande professores da Educação Básica quanto ao domínio de conteúdos de Física e de técnicas atuais de ensino para aplicação em sala de aula como, por exemplo, estratégias que utilizam recursos de mídia eletrônica, tecnológicos e/ou computacionais para motivação, informação, experimentação e demonstrações de diferentes fenômenos físicos.

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Navegando Programa de Pós-Graduação em Física - PPGF por Assunto "Aprendizagem significativa"

Agora exibindo 1 - 5 de 5
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    Instrumentação para o ensino de Física na educação básica
    (Universidade Federal de Goiás, 2018-08-22) Rosa, Marcos Diniz; Pereira, Ana Rita; http://lattes.cnpq.br/4903176252676303; Pereira, Ana Rita; Cunha, Jalles Ferreira Ribeiro da; Jesus , Denis Rezende de; Santos, Wytler Cordeiro dos
    The discipline of physics for many is difficult to understand due to its abstractions, even though it is so present in our day-to-day life and relevant in the great discoveries that drive development in many areas. The present dissertation discusses and analyzes the use of low-cost experiments as a didactic-pedagogical resource in a proposal where the experiments were performed with the active participation of the students of Basic Education and facilitate the acquisition of the knowledge of physics from the students. Thus contributing to the mediation of the construction of knowledge, by creating meaningful relationships and connections, reaffirming the social commitment of educational practice. With the activities carried out, we can prove the effectiveness of the use of experimentation in Basic Physics classes based on the experience in the classroom, showing an improvement in the academic performance of the student, whose positive effects resulted in an increase in school averages teacher in the construction of classes that arouse the interest to learn physics.
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    Objetos digitais de aprendizagem no estudo das oscilações harmônicas: contribuições ao ensino de física
    (Universidade Federal de Goiás, 2016-02-16) Oliveira, Marcus Vinicius Pinto de; Castro, Paulo Alexandre de; http://lattes.cnpq.br/1636595481807324; Castro, Paulo Alexandre de; Souza, Eduardo Sergio de; Sobrinho, Marcos Fernandes; Moreira, Nilton Luis
    This dissertation is an account of experience in the elaboration, implementation and application of the present educational product, which gave the opportunity to investigate alternative ways of producing a virtual learning object for the teaching of the topic of physics in general called simple harmonic movement (SHM). Developed in the form of webpages and containing animations in Adobe Flash on html pages, the educational product illustrates various physical situations / physical models, molded into the SHM content. The educational product aims at the meaningful learning of this topic of physics, we seek to establish a less abstract character, which facilitates and enables the teaching-learning process of oscillatory physical systems, thus leading the students to reflect the contents and better understanding of the them
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    Proposta de unidade didática para a aprendizagem significativa de conceitos de física moderna e contemporânea
    (Universidade Federal de Goiás, 2016-02-15) Coelho, Thiago Sebastião de Oliveira; Ortiz , Julio Santiago Espinoza; http://lattes.cnpq.br/0072105804700303; Ortiz , Julio Santiago Espinoza; Corrêa , Eberth de Almeida; Pereira , Ana Rita; Souza , Eduardo Sérgio de
    Stimulating the interest and the curiosity into Physics classes in High school can be facilitated if the contents are closer to the students' everyday experiences. Thus, the technological advances that we are exposed can be used as motivations that contribute with this approach. In this line, a viable proposal is the inclusion of topics of Modern and Contemporary Physics (MCP) in teaching, where should be discussed the benefits and applications of these topics related to physics in different fields of knowledge such as medicine, engineering, computing and art. National Curriculum Standards protect skills of such a nature, but in practice, these contents are still away from many schools in Brazil. Thus, our work aims at the development of an instructional courseware to guide the teacher to treat the contents above here from social, cultural, and political perspectives, where prior knowledge of the student is being considered the most important variable. To this end, the Teaching Unit proposed here is divided in three parts, so as to include concepts such as continuous physical quantities and quantized, wave-particle duality, as well as different "modern" physical processes such as the photoelectric and the photovoltaic effects, and the stimulated emission applied to the LASER, LED and OLED. Our intention is to enable concrete possibilities for students to promote the negotiation and retention of these concepts in a meaningful and critical way. Initially, the topics presented have a high degree of generality, and from there, they are subsequently worked more specifically. So, this dynamic process to build knowledge becomes essential to promote the progressive differentiation and integrative reconciliation of concepts. In this sense, they are suggested various activities such as mind maps, concept maps, reading and reading comprehension, as all summative and recursive evaluation means. Then as a final project proposal, participating students will present topics related to FMC in the form of free works. We conclude that in addition to collaborating with the intellectual growth of all involved, i.e., teacher and student, this proposal allows them to be in continuous contact with recent scientific research.
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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.
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    Robótica educacional no ensino de física
    (Universidade Federal de Goiás, 2016-02-05) Rabelo, Ana Paula Stoppa; Stoppa, Marcelo Henrique; Andreata, Mauro Antonio; http://lattes.cnpq.br/5551859801714876; Andreata, Mauro Antonio; Costa, Vaston Gonçalves da; Souza, Eduardo Sérgio de; Silva, Marcionílio Teles Oliveira
    Physics teaching process, as we know, faces several difficulties, including the lack of students’ motivation. The dynamic of Physics classes is restricted to presenting the subjects of the program content through problem solving and the use of mathematical language, without motivating/explaining why and/or how to use mathematics to solve the problem. Given these difficulties, the teacher should also look for ways to motivate students. That said, one of the alternatives is the employment by the teacher of diverse methods in the classes when feasible. With this in mind, this research’s main goal, a qualitative one, is implementing Educational Robotics in Physics Teaching, aiming at a meaningful learning for students of 1st stage of the Electrical, Mechanical and Chemical courses at SESI SENAI Unit in the city of Catalão. This research is based on the ideas of Ausubel (Meaningful Learning), Vergnaud (Field conceptual) and Vygotsky (social interaction). The analysis of a diagnostic exam applied to 98 students in these classes revealed that most part of them did not know about scientific knowledge of various Physics contents, such as average speed and Newton's Third Law. In this sense, it was developed and applied a didactic sequence of activities using Educational Robotics, which focus was mainly on those contents. It was noticed that during the performance of activities the use of Educational Robotics was well accepted by the students, since they participated actively and managed to understand the key physical concepts involved in the experiments.