Vídeos didáticos : uma estratégia metodológica para ensinar conceitos de termodinâmica

• Ano de defesa: 2013
• Autor(a) principal: Hiller, Edemar
• 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 em Ensino de Ciências Naturais
• Palavras-chave em Português: Aprendizagem significativa; Subsunçores; Vídeo-aula; Simulações; Modelos em web; CNPQ::CIENCIAS EXATAS E DA TERRA; Meaningful learning; Instructional video; Simulations; Models on the web
• Link de acesso: http://ri.ufmt.br/handle/1/1866

Embedded technology to teaching can help in scientific training of students and encourage meaningful learning. This study sought to analyze the feasibility of use of videos that feature models and simulations of physical phenomena to teach physics contents of Thermodynamics. This strategy was applied to students of 2nd year of high school, a public school, observing the meaningful learning of David Paul Ausubel and the use of facilitators of Learning Theory Principles Significant criticism of Dr. Marco Antonio Moreira. The studies here seek to analyze data obtained through pre-event and post-event tests, of notes during the presentation of videos and mainly an interview conducted three months after the application of the methodological strategy. The methodological design for analysis of the data obtained in this research was in the light of the interpretative qualitative analysis with very personal views corroborated with quantitative analysis, because the data are loaded with numeric values. In the implementation of the strategy were used videos following the Product Educational criteria that were based on the guidelines of Dr. José Manuel Morán. The results indicate a significant learning of the concepts discussed and related to everyday experiences pointing positively to its use as a methodological strategy to teach physics concepts.