Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Xavier, Adriana Vigne |
| Orientador(a): |
Zoch, Alana Neto
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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 de Passo Fundo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
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| Departamento: |
Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.upf.br:8080/jspui/handle/tede/2976
|
Resumo: |
Sustainability has emerged as an important axis within Environmental Education (EE), as it has been widely discussed in different sectors: government, production, household, among others. Thus, it is a subject that needs to be addressed in schools by all disciplines, since it is part of the transversal theme of EE. Considering this point and the difficulties that high school students have in relation to learning in the Physics curricular component, the following question was listed as a problem for this research: what are the potentialities that a didactic sequence (DS), based on the CTSA approach and having LED lamps as its theme, can offer in terms of learning the pertinent concepts of Physics and raising awareness about sustainability aspects related to the use of this material? Therefore, the educational product proposed and developed was a didactic sequence of the Potentially Significant Teaching Units (UEPS) type, to address issues involving the sustainability axis, such as the use and disposal of LED lamps, and topics on electricity, necessary for understanding the theme. The influence of prolonged use of this material on human health is also problematized. Thus, UEPS addresses concepts such as electric current and energy transformations, contextualized through LED lamps and sustainability, constituting a teaching material for teachers who teach Physics classes in High School. Thus, we sought to analyze the proposed SD according to the parameters defined in the question - learning and environmental awareness. The UEPS are based on Ausubel's Theory of Meaningful Learning (TAS), thus, it constitutes the theoretical framework of the work, as well as the Science, Technology, Society and Environment (CTSA) approach, since this guided the choice of the theme selected for the sequence. The educational product was developed in a state school in the municipality of Nonoai - RS, with a class of seven students in the 3rd year of High School. The selected teaching resources were texts, videos, slides and a technical visit. The research is of a qualitative nature, of the applied research type and the data collection instruments were pre-test and post-test, teacher's logbook and activities requested from the students. As prior criteria for data analysis, considering the general parameters scored, it was established to compare the evolution in the relevance/correctness of the answers between the pre-test and post-test and the commitment/responsibility identified in their statements regarding sustainability issues. Regarding the results, it was observed that the application of UEPS was successful in providing contextualized classes that dialogue with Environmental Education and Sustainability, while also addressing specific concepts of Physics. As a result, classes became more dynamic, attractive and of interest to students, qualifying the teaching work. UEPS will be available on the website of the Postgraduate Program in Science and Mathematics Teaching (PPGECM), link to educational products, and on the EduCapes portal under the number http://educapes.capes.gov.br/handle/capes/869678. |
