Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
RIBEIRO, Antonio Carlos Vieira
 |
| Orientador(a): |
GARCEZ, Karl Marx Silva
|
| Banca de defesa: |
GARCEZ, Karl Marx Silva
,
DINIZ, Eduardo Moraes
,
COUTINHO, Samir Silva
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - ENSINO DE FÍSICA EM REDE NACIONAL/CCET
|
| Departamento: |
DEPARTAMENTO DE FÍSICA/CCET
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/3520
|
Resumo: |
One of the main difficulties that we find in teaching Physics is the difficulty in visualizing physical phenomena, since they depend a lot on the student's abstraction to be understood. In contrast to this difficulty, computational applications are presented as an efficient didactic tool, because their graphic and dynamic environments are able to attract the student's attention and help in understanding the contents, motivating them in the search for knowledge. In this perspective, we decided to verify students' learning in a methodological approach to the teaching of kinematics, thus associating the use of educational technologies in the teaching of physics. The methodological procedure adopted in this research consists of the construction of didactic sequences, which may include as a resource simulations developed for the Educational Software GeoGebra. The didactic sequences were applied in four classes of the first year of high school at the Centro de Ensino Newton Neves, located in Itapecuru - Mirim - MA. The classes were divided into two groups: group I (whose didactic sequences included simulations) and group II (whose didactic sequences did not include simulations). The results of the evaluations show that in group I, the students had better grades, better performance in the arguments made in class and showed greater interest in extra class research. Thus, this inclusion of simulations was potentially significant for these students. We consider that the set of didactic sequences that includes the simulations for GeoGebra proved to be efficient, because in addition to enabling a good performance of students, it was well accepted by them. Thus, we bring as an educational product from this research, a manual for the development of simulations in kinematics for GeoGebra, which allows the teacher to develop several simulations step-by-step, in addition to bringing proposed exercises and problems. |
