Elaboração e aplicação de um material instrucional baseado na aprendizagem significativa sobre o efeito fotoelétrico para alunos do ensino médio

• Ano de defesa: 2016
• Autor(a) principal: Benaquio, Wilson Carminatti
• 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: Meaningful learning; Potentially meaningful teaching units; Concept map; Photoelectric effect; Instructional material; Aprendizagem significativa; Unidade de Ensino Potencialmente Significativa (UEPS); Mapa conceitual; Efeito fotoelétrico; Material instrucional; Física - Estudo e ensino; Fotoeletricidade; Ensino de Ciências e Matemática; 53
• Link de acesso: http://repositorio.ufes.br/handle/10/7530

This study is a report on an Instructional Material (IM) application covering concepts related to Photoelectric Effect. The survey was conducted with a group of 13 senior students from a high school technical course on mechanics, from a federal institution located at São Mateus, Espirito Santo state, Brazil. The IM was designed based on the theoretical aspects of Ausubel's Meaningful Learning and Moreira's guidelines for Potentially Meaningful Teaching Units. We used Concept Maps, Summative Evaluation, questions inserted within the IM, student opinion questionnaire and teacher/graduate impressions annotation on IM implementation. This work was designed as a nonexperimental research and data analysis was performed using qualitative and quantitative approaches, depending on the collection instrument applied. Final Concept Maps analysis, according to the methodology, showed an evolution of all quantitative criteria, Map Quality qualitative criteria and concepts representation related to the Photoelectric Effect. The students' hight performance on Summative Evaluation applied at the end of intervention revealed that there was concepts expertise related to Photoelectric Effect addressed in the IM. The inserted questions within the IM allowed negotiation of meanings during application of IM and had their response content analyzed. The Student opinion questionnaire and reports of teacher/graduate impressions pointed out that the experiments, interactive computational simulations and assessment strategies contributed motivating and promoting Meaningful Learning of the analyzed content. The results show evidence that the IM contributed to promote Meaningful Learning of concepts related to the Photoelectric Effect, for high school students.