A utilização combinada de experimentos demonstrativos, vídeos e simulações computacionais no ensino da física : um estudo exploratório no contexto de aulas expositivas

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Ney, Jeferson
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Espírito Santo
BR
Mestrado Profissional em Ensino de Física
Centro de Ciências Exatas
UFES
Programa de Pós-Graduação em Ensino de Física
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
53
Link de acesso: http://repositorio.ufes.br/handle/10/4789
Resumo: This research aimed at investigating a proposal for teaching Physics contents, in order to improve its quality, based on a combination of educational resources – demonstration experiments, videos, and computer simulations – at the beginning of lecture classes, for students at a military school, Escola de Aprendizes-Marinheiros do Espírito Santo (EAMES), in Enseada do Inhoá, Vila Velha, ES. The investigation was conducted approaching the teaching unit Waves, which was divided into three subunits: Periodic Motion, Wave Motion and Sound Waves. The teaching proposal aimed at promoting improvements on the quality of Physics teaching. Therefore, this study evaluated whether the suggested Teaching Proposal contributed to increase the performance of students of Physics. It investigated (1) which educational resource better attracted students’ attention and interest in the contents approached in each teaching subunit; (2) which educational resource has contributed most for students’ understanding of concepts; and (3) which educational resource better increased students’ participation. An Experimental Design with the use of inferential statistics was applied in order to assess the effects of this teaching proposal in the studied context. Results showed that the investigated teaching proposal did not contribute to improve students’ performance on the Curricular Exam, once there were no statistically significant differences between the scores of the Control Group and the Experimental Group. However, it was observed that the educational resources used, helped to equally promote interest, attention, understanding and participation of students from both control and experimental groups in the lecture classes of each teaching subunit.