Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Cassal, Marcos Luís |
| Orientador(a): |
Oliveira, Gilberto Orengo de |
| Banca de defesa: |
Dorneles, Ricardo Vargas,
Rocha, Fábio Saraiva da,
Costa, Denise Kriedte da,
Scremin, Greice |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| 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: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/873
|
Resumo: |
This research was directed to the process of teaching and learning computer programming. It was intended to teach high school students computer programming, connecting this learning to practical activities that involved the implementation of physical experiment simulations, as a complementary mechanism for teaching and learning the Physics curriculum component. Depending on the teacher’s didactic proposal, experimental practical classes require appropriate laboratories, which are exclusive to a few schools. This work had the purpose of carrying out an investigation that presents an innovative alternative for the experimental classes, with the accomplishment of practical computational activities, in which the students acted as builders, by the development of simulations of physical experiments through implementations of computer programs, to complement the teaching and learning process. The experimental activities sought to develop simulations of physical experiments, not replacing genuine practical activities, but as a complementary instrument in the teaching process. This research also demanded the answer to the question: How is it possible to promote teaching activities that link Physics concepts and experimental practice, through the implementation of computer programs developed by the students themselves, that can help in the teaching-learning process of the studied contents? In the search to find the answer, the general objective was defined: to investigate the contributions of computer program implementation activities for the learning of the curricular component of Physics in High School, in the light of the Theory of Conceptual Fields. The learning theory on which this research was based was the Theory of Conceptual Fields, therefore, a proposal for applying Vergnaud’s theory in the teaching and learning process of computer programming is presented. The research was qualitative and the data collection was based on the results obtained by the implementation of virtual experiments, in the form of computer programs written in the Python language, developed by the students. The study environment was in the form of a face-to-face computer programmer course, exclusively offered to high school students, lasting a hundred and sixty hours and executed in three semesters. Data collection made use of the following instruments: questionnaires, observations, interviews and source codes, written to solve the practical activities proposed in the course. The learning theory already referenced was used in the analysis of the data obtained. The results achieved were satisfactory because of the presented proposal, the Theory of Conceptual Fields fulfilled its functionality, showing itself to be adequate as a learning theory for computer programming and the skills developed with programming practices collaborated with the learning of the Physics curriculum component. |
