Partículas elementares no 4º ano do ensino fundamental : uma primeira abordagem via unidades de ensino potencialmente significativas

• Ano de defesa: 2017
• Autor(a) principal: Ormond, Célia Mônica Pinheiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: Aprendizagem significativa; Ensino de física; Física moderna e contemporânea; CNPQ::CIENCIAS EXATAS E DA TERRA; Significant learning; Physics teaching; Modern and contemporary
• Link de acesso: http://ri.ufmt.br/handle/1/4141

The present study addresses a research done with students of the fourth year of primary education in a private school in the municipality of Cuiabá-MT. This research intends to analyze if the students of the fourth year of elementary school are able to understand an abstract content at this stage of teaching. The development takes place through a proposal of teaching of physics with the theme: elementary particles, using a LIFO (Potentially Significant Teaching Unit) developed for this stage of education, adequate and accessible at the cognitive level of the student. The instruments of data collection used were questionnaires, field notes, photographs of the activities carried out. The research was carried out using a qualitative research methodology. The research data were collected through questionnaires applied to students, records of activities and their development. Subsequently the data were systematized and analyzed. We realized that although abstract, the concept of elementary particles can be inserted in elementary education as a way for the student to appropriate scientific knowledge and transforming society.