Produto educacional: videoaula - determinação da DDP de limiar de um led

• Ano de defesa: 2019
• Autor(a) principal: Nascimento, Tobias Marcelo do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Mestrado Profissional em Ensino de Física em Rede Nacional; UFAL
• Palavras-chave em Português: Física – Estudo e ensino; Aprendizagem significativa; Diodo emissores de luz; Videoaula; Physics - Study and Teaching; Significant learning; LEDs; Video lecture; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5774

The present dissertation brings the result of the application of videoaula as Educational Product, applied in four classes of High School of the State School Prof. Manoel Gentil of Vale Bentes, in the Municipality of Satuba-AL, Metropolitan Region of Maceió. At the first moment an apriori questionnaire was applied with online researches with the apprentices to know which subjects the apprentices had interests in their daily ones with diverse questions, from if they had smartphones to what would be a good lesson for them. In a second moment, the four classes were divided in a control group and three groups of gauging. In the control group, the educational product was not applied, while in other classes other methods were applied as an experiment carried out by the class and an experiment carried out by the teacher alone, with the group only observing and in the fourth group the application of the Educational Product was carried out. In a third moment, an intermediate questionnaire was applied in the four classes to measure the relevance of the educational product to the methods used in the other classes and in the control group. At the fourth moment the online a posteriori questionnaire was applied to know how they were feeling during the application of the educational product and the intermediate questionnaire. In the fifth and last moment the educational product was applied in the other three classes, where attention and interest of the classes in the educational product was observed. The educational theory behind our work is Ausubel's Significant Learning Theory, where the main point is that the teacher identifies what the learner already knows and from that point on, planning all activities to achieve meaningful learning. Therefore, we could verify that the educational product is a potentially significant material that can contribute to a better learning in Physics by conducting experiments