Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Dias, Ângela Maria Mendes |
| Orientador(a): |
Souza, Luiz Eduardo Silva |
| Banca de defesa: |
Souza, Luiz Eduardo Silva,
Novikoff, Cristina,
Canalle, João Batista Garcia,
Miguelote, Alexandre Yassuda |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade do Grande Rio
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Unigranrio::Ensino das Ciências
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://localhost:8080/tede/handle/tede/25
|
Resumo: |
We discussed the impact of the use of acclimated workshops with classical music for teaching physics. We assess the hypothesis that the Laboratory Learning with the use of classical music and workshops in physics classes, is efficient interdisciplinary teaching and learning strategy. Here the qualitative experiment carried out at the Rio Military College January, in the year 2011, students of the 9th year of elementary school II. O experiment took place during the teaching of physics in two classrooms (Panel A and B). In class A, we work with music and Laboratory Physics Learning - LAF. In class B we follow the teaching program Physics without music and without workshops. The workshops (CANALLE, 2011), were acclimated with classical music, specially selected with common characteristic being the century. XVIII, which use continuous low, counterpoint and tonal harmony, favoring the logical thinking (Lozanov, 2012). In this class, in addition to an average yield of 7.5 in Physics, intensified the interest of students, for workshops Olympics Brazilian Astronomy and Astronautics - OBA, thus favoring the formalization of a specific space to work the workshops of OBA, which they called "Astronomy Club". This resulted in the interaction of CMRJ with the scientific community through classes and participation in different spaces where scientific events occurred. The class B resulted in an average 4.5. And in the course of communication between the students of the classes A and B, there was a migration of the class B for the "Club". Besides the good performance learning, research got the split in relation to awareness on the part of young students about the problems related to the planet and its preservation, suggesting sustainable attitudes that in addition to used in the classroom, they can also be incorporated in daily routine. Thus, the research through its comparative analysis of income of these two groups allowed us to state that the use of music classic in the classroom corroborates physical space for the development of learning. In the open space and / or closed with music experiments does not become significant. Hence, pontuarmos that the use of music in the classroom 4 promotes concentration and learning physics and the use of workshops favors learning physics, independent music. |
