Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
NERI, Marcos Felipe Mendonça de |
| Orientador(a): |
RODRIGUES, Sara Cristina Pinto |
| Banca de defesa: |
SILVA, Ana Paula Teixeira Bruno,
COSTA, Ernande Barbosa da,
TENÓRIO, Alexandro Cardoso |
| 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/tede2/9204
|
Resumo: |
Currently, and especially in the period after the COVID-19 pandemic, the teaching of Physics encounters great difficulties related to the modern practices of our social and cultural life. Teaching practice in physics teaching already has an intrinsic difficulty, given the nature of the concepts addressed and the skills required of students to learn them, but in recent decades, in addition to these, a new challenge has emerged, the digital culture. Competing with games, videos, social networks and other applications that compete for students' attention is disconcerting for most professors who, using traditional methodologies, have seen failure in teaching-learning relationships. This work aims, based on studies about learning and the theory of fun applied to education, to offer Physics teachers a methodological alternative for the development of competences foreseen in the reference legislation, such as the Law of Guidelines and Bases, the National Curricular Parameters and the National Common Curricular Base, working on the relationship between sign and meaning of the initial concepts of kinematics from the use of an application, allowing to transform into an ally, a device that has been villainized in our classrooms: the smartphone. |
