Contribuições pedagógicas no ensino de calorimetria e transferência de calor

• Ano de defesa: 2020
• Autor(a) principal: Cerdeira, Débora Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; Campus Manaus Centro; Programa de Pós-Graduação polo 4 UFAM/IFAM - Mestrado Profissional de Ensino de Física (MNPEF); Instituto Federal do Amazonas; IFAM
• Palavras-chave em Português: Física - ensino; Didática; Calorimetria; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA::FISICA GERAL
• Link de acesso: http://repositorio.ifam.edu.br/jspui/handle/4321/841

The present work aims to build and evaluate a pedagogical proposal for the Teaching of Physics, which in turn, is based on the development of a didactic sequence for teaching-learning in the study by prior diagnosis of the student's reality. The research under development takes place with 62 high school students of the 2nd grade, in a public school located in the Compensa neighborhood, west of the city of Manaus-AM, with the content of Calorimetry and heat transfer. The role of the teacher is of paramount importance in the education of the student. Motivating you to produce tools necessary for your scientific development. Encourage them to apply knowledge through project activities using new tools. The methodology used is qualitative, this work describes the elaboration and application of Potentially Significant Teaching Units (UEPS), in which it makes possible to create proposals that can contribute to methodologically guide the teacher of basic education, in the conception of Marco Antônio Moreira for the UEPS, which is conducted from the first teacher-student contact, obtaining the characterization of the room and the people who are in it. During the research, the students have guidelines, as support from the teacher to progress the activities. At the end, the purpose of the didactic sequence that aims to apply the didactic sequences, which were to verify the applicability in relation to the available time (of the Physics classes of the year), verification of evidence of conceptual evolution in the students, potential to promote the readiness to learn and the acceptance of the didactic sequence. These aspects were evaluated during the application of the didactic sequence. Starting from the research problem that clarifies the real understanding of the thermal equilibrium process seen microscopically. The results allow us to infer that there was productivity, with about 95% approval for new sequential classes. And the rate of correct answers regarding the test is quite significant, with well-designed conceptual responses. As a result of this work, the educational product originated, which classifies four didactic sequences organized and based on the philosophy of epistemological diagrams, all aimed at understanding the microscopic process of agitating particles, through thermal equilibrium.