Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Silva, Carlos Alberto Morais Pacheco da
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| Orientador(a): |
Souza, Divanizia do Nascimento
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Sergipe
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| Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
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| Departamento: |
Não Informado pela instituição
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| País: |
BR
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| 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/handle/riufs/5189
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Resumo: |
In this research was carried out a study on the use of virtual learning environments to minister physics classes in the high schools of Aracaju, Sergipe. In order to better understand this issue, it was used two research axes. The first one, called the central axis, was worked with physics teachers from the state system schools. The purpose of this axis was to obtain information on the effective use or not of- virtual environments and simulations in classes taught by these teachers and the possible causes that would lead to that found reality, were causes of methodological or personal choice. The second axis of research, called the auxiliary axis was worked with undergraduate physics students, attending the discipline Instrumentation for Physics Teaching IV (IPT- IV), at the Sergipe Federal University (SFU). We sought to identify the level of acceptance by the students regarding the use of virtual simulations to minister classes with physics content covered in high school. It was found in this second axis through practical activities using virtual simulations, if students could reach a level of involvement with the simulations in order to feel encouraged to use them in future professional activity in schools. The results of the two axes of research served as a grant to try to understand the existence of any causal relationship between the two surveyed realities that implied in a teaching practice carried from graduation to basic education schools. Regarding the teachers aspects such as formed time, teaching practice time, updates through continuing education or yet any other factors that could influence the teachers in using or not virtual teaching tools in everyday teaching activities were considered. It was found through the obtained results that the majority of surveyed physics teachers do not use virtual simulations because, in addition to structural shortage of schools where they teach, they have little weekly working hours to include simulations in their regular activities of teaching physics. It was also found that in the case of teachers interviewed this non-use of virtual teaching tools is not due to implementation of a practice brought by them from their graduation. |
