Ensinando a física do efeito estufa no 9º ano: uma abordagem baseada na aprendizagem significativa

• Ano de defesa: 2015
• Autor(a) principal: Neves, Jefferson Adriano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Ensino de Física; UFLA; brasil; Departamento de Ciências Exatas
• Palavras-chave em Português: Ensino de Física; Ensino fundamental; Aprendizagem significativa; Unidade didática; Efeito estufa; Physics education; Elementary education; Meaningful learning; Teaching unit; Greenhouse effect; Ensino-Aprendizagem
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/10566

Several concepts of physics must be constructed during the elementary school and it is with this objective that we performed the work presented here. With it was intended to develop a teaching and learning environment based on problems experienced by society these days to build, significantly, the Greenhouse effect Physics in the ninth year of elementary school. The research was developed in order to present a teaching unit that allows the development of a constructivist environment, promoting a reinterpretation of the National Curriculum Parameters of Basic Education (NCPBE) of Sciences, to teach Greenhouse Physics in the ninth year of elementary school . To this end, there was the construction of a teaching unit, built with theoretical foundation studies of Ausubel and Novak on meaningful learning. After the consolidation of this teaching unit, the unit analyzed to infer whether learning occurred and whether it could be considered significant. In this analysis, the content analysis method was used in order to understand the meanings exchanged between students and teachers. The first version of the didactic units that comprise the syllabus, were used in 2014 with two classes of the ninth year of a college's private network, which is located in the city of Lavras.