Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
MORAIS, Janailson Rosa de |
| Orientador(a): |
MENDONÇA, Conceição Aparecida Soares |
| Banca de defesa: |
MIRANDA, Antônio Carlos da Silva,
SILVA, Ana Paula Teixeira Bruno |
| 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/tede2/8353
|
Resumo: |
That dissertation propose the creation of a Potentially Significant Teaching Unit (UEPS) to teach concepts of electrodynamics as: electric circuits; potential difference; electric current and its intensity; effects of electric current; electric power and electric power; electrical resistance and laws of Ohm, under the aspect of Meaningful Learning Theory. To work on these idea will be used pedagogical strategies such as experimental activities, mobile apps, electric energy account analysis, quest in residential electrical appliances, collective concept map, double and individual, debates and discussions in the classroom with the purpose of facilitating learning these concepts and provide this material, in the form of an Educational Product that may be used by other teachers. Participated 21 students, being (12 males and 9 females) the mean age of 17 years, of the 3rd year of the Middle Teaching of a State Public School located in the city of João Pessoa, Paraíba, Brazil. The course occupied a number of 19 classes planned for the theme, which included 19 meetings of 45 minutes each, in 8 consecutive weeks distributed in the 8 steps that formulate the UEPS. The contents were approached taking into consideration the previous knowledge of the students through pre-test, collective concept map, beyond discussions and debates during the classes. Experimental activities involved mounting of simple electrical circuits and circuits with associated lamps in series and in parallel. The cell phone was used as a pedagogical tool to aid in the calculations of the electric energy consumption of the various electrical appliances of its residences through the electrical consumption application, besides facilitating the understanding of the laws of Ohm through the application Chemistry and Physics Simulations. The evaluation took place during all phases of the UEPS. The results showed that the strategies used contributed to increase students' interest in the teaching of Physics contents, as well as to improve cognitive development, which was observed with the analysis of the applied instruments, which suggests signs of significant learning. The Concept Map used as teaching and evaluation strategy exposed to be potentially significant for evidencing prior relevant knowledge about the scientific concepts surveyed. |
