USO DE UM HIPERTEXTO BASEADO EM SIMULAÇÃO E VÍDEO NO ENSINO DOS CONCEITOS DE CALOR E TEMPERATURA EM NÍVEL MÉDIO
| Ano de defesa: | 2010 |
|---|---|
| Autor(a) principal: |
Hammel, Adriana
 |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Profissionalizante em Ensino de Física e Matemática
|
| Departamento: |
Ensino de Matemática
|
| País: |
BR
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/180 http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/432 |
Resumo: | This work presents the design and development of a hypertext based on videos and simulations for teaching heat and temperature in high school at the perspective of the Vergnaud s Theory of Conceptual Fields. The proposal was applied to the 2nd Series of the Instituto Estadual de Educação Professor Annes Dias, the city of Cruz Alta, in the months from October to November, 2009. It presents an analysis of this experience from the responses of the students to an open questionnaire, protocols of activities and teacher s diary. From the analysis of results, it was possible to identify the hypertext as motivational agent, causing positive changes in relation to the behavior of students in physics classes regarding the participation in discussions, interest in learning the content and also a new perception for the learning of physics. It was also possible to recognize some procedural difficulties faced by students, mainly related to the use of simulations and the use of hypertext, as well as technical difficulties. It is considered that the work methodology used brought positive contributions, as has been shown to make physics teaching more meaningful and attractive to students. |