Supercondutividade : uma proposta de inserção no ensino médio

• Ano de defesa: 2014
• Autor(a) principal: Vieira, David Menegassi
• 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
• Palavras-chave em Português: High school; Modern and contemporary physics; Superconductivity; Didactic transposition; Meaningful learning; Física contemporânea; Transposição didática; Aprendizagem significativa; Ensino médio; Supercondutividade; Física moderna; Aprendizagem; Ensino de Ciências e Matemática; 53
• Link de acesso: http://repositorio.ufes.br/handle/10/4784

High-tech equipment are part of the daily life of ordinary people today, such as: smartphones, LED TV's, GPS, nuclear magnetic resonance and other equipment. However, he knows little about the concept of Modern and Contemporary Physics (FMC), which give rise to these technologies that both facilitate and improve your life. In the literature, authors and reference documents address the theme. One of the documents, the Law of Guidelines and Bases 1996 reports that high school must provide the student mastery of the principles that are associated with scientific and technological production today. Not far from this very authors involved with the work in Physics Teaching point relevant justifications for immediate insertion of FMC Topics in High School. In this context, this work was developed under the theoretical aspects of the Theory of Didactic Transposition and Meaningful Learning with the use of concept mapping. The first theoretical aspect, comes the "work" to transform a knowledge of the academic community, one that will be part of the books and teaching manuals and then will be treated in the classroom. Didactic Transposition in the process there are five rules that will transpose the content, greater possibilities of success and permanence in the curriculum where it is deployed. The second theoretical aspect, will assess the cognitive and conceptual advance made by the students during their work with the use of concept maps and developed the instructional sequence is potentially significant. The work was conducted with students in the morning shift, the third year of high school in a public school in the state of Espírito Santo. Implementation of some questionnaires allowed to raise various data being processed through them, teacher performance, what students could learn about topics of Modern and Contemporary Physics and their interest in studying them, the age of the samples, their interest in scientific programs, its connectivity to the internet and experience in the use of some software, the evaluation of instructional resources and finally a questionnaire self evaluation of the student. In addition to the data obtained through the concept maps, videos, exercises, research activities and all others who helped confirm the impact of the instructional sequence at the high school level. Finally, the instructional sequence developed in this work can be an alternative for the insertion and maintenance of Topics of Modern and Contemporary Physics in high school, but it is noteworthy that it is not a permanent solution to the difficulties of making available to the student knowledge of the technologies that surround it, but be an alternative for this purpose.