Sequência de atividades didáticas para uma abordagem fenomenológica da ondulatória em uma perspectiva de sala de aula invertida

• Ano de defesa: 2017
• Autor(a) principal: Richter, Sabrina Skrebsky
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Bioquímica; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Oscilações e ondulatória; Sala de aula invertida; Simulação computacional; Fenômenos e grandezas; Atividades didáticas; Oscillations; Ondulatory; Computer simulation; Phenomena and magnitudes; Didactic activities; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/14587

In this work, we elaborate, implement and evaluate a set of four didactic activities (AD) based on Information and Communication Technologies (ICT), proposing open problems from the perspective of the inverted classroom. The AD seeks to encourage students to relate the magnitudes and concepts studied in the classroom with the phenomena observed in their daily life and approach practically all the programmatic contents of Oscillations and Waves of High School (EM). ADs are available in electronic format in an Internet-accessible environment and are designed to be used in an inverted classroom methodology. The basic structure of AD consists of an introductory text, followed by simulations, videos or animations that represent specific phenomena and a set of questions or problems proposed to students. In an inverted classroom scheme, students are invited to answer the questions proposed before the face-to-face lesson. This is reserved for discussions, clarifications of doubts and summary of the subjects addressed. In general, we realize that the methodology of the inverted classroom is a didactic strategy that is well received by the students. In particular, we find that (1) the proposed course may be a solution to situations where the instructional load is insufficient to cover all the topics of the program and (2) the inverted classroom is a strategy with the potential to stimulate participation and Students' autonomy. The AD set was implemented and evaluated in two classes of the Second Series of MS. The results point to the feasibility of this proposal as an introductory course of a semester on the subject.