Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
CORRÊA FILHO, Ronaldo Jorge
 |
| Orientador(a): |
SÁTIRO, Caio Veloso |
| Banca de defesa: |
MENDONÇA, Conceição Aparecida Soares,
FREIRE, Wellington Romero Serafim,
BASTOS, Heloisa Flora Brasil Nóbrega |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Física (MNPEF)
|
| Departamento: |
Departamento de Física
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7728
|
Resumo: |
The rejection of the kinematics in the first year of high school is significant in general, specifically the contents of speed and instant acceleration which are often neglected or taught in a mechanical way in the first year of high school. Besides the memorization of the rating limits or the use of derivation rules, meaningless to the students, in relation to the concepts of speed and instant acceleration, it is realized that the focus of the classes and of many kinematics textbooks for high school is on resolutions of calculus with mathematical exaggerations linked to decentralized situations from the student's daily life. The overall aim of this study was to analyze how the learning process of the instant speed and acceleration content in a scalar and vectoring perspective in rectilinear movements happened, as potentially significant learning situations were created based on the Theory of Meaningful Learning, which is suitable to assist both teaching and researching on teaching, in particular the physics contents covered in this research, which guided the data analysis through the critical meaningful learning theory of Moreira. The participants were high school students at IFAL - Campus Santana do Ipanema. Data collection was carried out through an extracurricular course held in nineteen meetings. Several data collection instruments were used: interviews; pretests; photographs of traffic signs; concept maps; evaluation activities with consultation; a video prepared by a student; the social network WhatsApp; panels and bulletin boards prepared by students; packages of various products; recreational activities; individual written test; diaries. As suggestions for future works, we present the product developed in this research both for the teacher to teach and for the students to learn strategies and learning situations that allow the acquisition of meanings to learn how to learn. |
