Uma proposta dialógica para o ensino de astronomia e energia para alunos da modalidade da Educação de Jovens e Adultos de Vitória a partir de uma problematização do tema "meteoros"
| Ano de defesa: | 2017 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| 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: | |
| Link de acesso: | http://repositorio.ufes.br/handle/10/7519 |
Resumo: | This work was carried out with students of the EJA modality of Vitória, in Espírito Santo state.Its purpose is to elaborate and analyze the application results of a pedagogical proposal for theEJA modality students, referenced in the Three Pedagogical Moments (3MP), for the teachingof Astronomy and Physics from a “meteors and their risks to life on Earth” problematization.During the application of the proposal, a mapping of the students’ previous concepts aboutthe meteors, the composition and structure of the Solar System and the concept of energywas initially done. In addition to the thematic approach, which began with a discussion of thetheme “meteors and their risks to life on Earth”, the work also included a discussion of thecomposition and structure of the solar system and involved the application of the physicalconcept of energy. With the proposal application, it was possible to evaluate the evolution ofstudents’ conceptions about the solar system, meteors and energy and their attitudes towards agreater dialogicity, critical vision and autonomy. The data collection tools used were: open andLikert questionnaire, pre and post activity, A4 sheet drawing representation of the solar system,before and after the activities, three-dimensional models of the solar system construction, alsobefore and at the end of the didactic proposal, combined with a collaborative analysis afterits construction, which were carried out in groups so that the members could externalize andconstruct collectively, the teacher’s logbook, along with the lectures video and audio recordings.Upon examination of these events, it becomes clear that the students are attached to artisticrepresentations that, in large scale, are disseminated in textbooks and the internet, but donot represent the solar system properly which induce alternative conceptions with dimensionalerrors, position, spatiality and even compositional errors. The conceptions regarding the numberof planets, natural satellites and stars in the Solar System also presented great discrepancywith the real data. Some students represented the Solar System within the clouds limit as ifour system were between heaven and Earth, in a representation clearly based on a religiousconception. The post data showed that many students changed their conceptions, but someare so ingrained that did not change. Through the recordings and journals analysis we verifiedthe promotion of a greater dialogicity, autonomy and critical view on what the meteors are andthe possible risks they represent for life on Earth, based on the activities carried out. In whichstudents who previously had a considerable fear of making mistakes, no longer presented them,showing greater confidence and independence. |