Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Nascimento, Camila Souza |
| Orientador(a): |
Ribeiro, Tiago Nery |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| 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://ri.ufs.br/jspui/handle/riufs/19712
|
Resumo: |
In Physics teaching, it is noted that physical concepts are approached by teachers individually, with no integrative reconciliation between the contents, which makes it difficult for students to understand and learn about such concepts. This reconciliation is one of the basic principles of David Ausubel's Meaningful Learning Theory. Along this path, integrative reconciliation in Physics teaching can bring learning gains to students and an important contribution to the pedagogical practice of teachers. This research aimed to analyze the process of integrative reconciliation between Newton's Third Law and the concept of Buoyancy, based on the conceptions of Physics teachers who work in basic education. This work is based on the principles of Meaningful Learning Theory by David Ausubel and Novak. Data collection for this research occurred through the analysis of responses to a questionnaire, which was prepared by the researchers and answered by 20 students from the Professional Postgraduate Program in Physics Teaching – PPGPF at the Federal University of Sergipe - UFS, linked to the Master's Degree National Professional in Physics Teaching – MNPEF/pole 11, who work as Physics teachers in basic education. Teachers' participation was anonymous and randomly recorded when responding to the online questionnaire that was sent via Google Form. The questionnaire created aimed to verify the teachers' conceptions: whether they have, do or do not make an integrative reconciliation between the concepts of Newton's Third Law and Buoyancy. This research presents a qualitative approach, being also basic, exploratory and descriptive in nature, which involves bibliographic and documentary survey procedures. Regarding the analysis of the answers given by teachers to the questionnaire, it was done through Discursive Textual Analysis (DTA). The analysis process took place through the categorization of teachers' responses to the questionnaire. The results show that the process of integrative reconciliation between the concepts of Newton's Third Law and Buoyancy, despite not being present in all the speeches of the teachers who participated in this research, can enable students to better understand these contents, since that the development of integrative reconciliation in teaching can and should allow the teacher to seek the resumption of concepts already covered previously in order to reinforce the significant relationships that exist between the more specific and more inclusive concepts. Thus, the integrative reconciliation between contents can be considered a promising strategy for teaching Physics content, considering that its use may end up contributing to the improvement of teacher training |
