Detalhes bibliográficos
| Ano de defesa: |
2005 |
| Autor(a) principal: |
CAVALCANTI, Gilberto de Holanda
 |
| Orientador(a): |
BASTOS, Heloisa Flora Brasil Nóbrega |
| Banca de defesa: |
MIRANDA, Antônio Carlos da Silva,
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 das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5397
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Resumo: |
This work had as objective to analyze the reasons that take high school physics teachers not to deduce is law of the Universal Gravitation.We had as current hypotheses that this occurred because text books do not present the deduction of this law and because these teachers prepare their its lessons using only didactic material which do not deduce the Law of Universal Gravitation. We have investigated 18 (eighteen) teachers of public and private schools, through the application of a questionnaire with opened questions, wchich allowed to identify didactic books used by these teachers and theirperspectives in relation to the teaching practical. The results pointed out o the unfamiliarity with the deduction of the Law as the main reason for not using it. Moreover, among the ten most cited books the professors, none presented this deduction. On the other hand, we demonstrated that it was possible to deduce the Law of Gravitation by contemplating the hierarchization of physics concepts and principles and then interdisciplinarity with Mathematics, Philosophy and Geopolitics, in accordance with Ausubel”s and Novak”s Theory of significative lerning. Regarding the pupils, despite the valuation given by the majority who had attended the presentation of the deduction, they had little interest for a methodology which dedicated much time to the details, instead of assuming a more pragmatic position similar to the one adopted by pre-vestibular teachers, who try to present the content using questions which appeared in previous vestibular contests, praticing "training" for these contests. Considering these results, we suggest that the research should be to applied pupils of 2nd or 1st series in high school,who are not subjeted to pressures due to vestibular. |
