ENSINO DO ELETROMAGNETISMO POR MEIO DE ATIVIDADES EXPERIMENTAIS E COMPUTACIONAIS EM UMA ESCOLA FAMÍLIA AGROEXTRATIVISTA NO INTERIOR DO AMAPÁ
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2023-06
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Orientador
Moreira, Marco Antonio
Banca
Neide, Ítalo Gabriel
Perez, Silvana
Nobre, Francisco Augusto Silva
Santarosa, Maria Cecília Pereira
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Mesmo com tantos recursos educacionais disponíveis para melhorar o Ensino de Física, ainda há certa carência quanto ao uso dessas ferramentas. Nesse sentido, esta tese aborda a integração de atividades experimentais e computacionais como recursos didáticos para favorecer a Aprendizagem Significativa de conteúdos do eletromagnetismo. O referencial teórico que embasou as atividades e a análise dos resultados foi a Teoria da Aprendizagem Significativa e alguns princípios de Freire. O questionamento que se buscou responder com este estudo e que serviu como guia foi: como o uso de atividades experimentais e computacionais potencializa a Aprendizagem Significativa de conceitos do eletromagnetismo para alunos do 3º ano do ensino médio de uma escola família agroextrativista no interior do Amapá? O estudo foi realizado na Escola Família Agroextrativista no interior do Amapá, tendo, como sujeitos, alunos de duas turmas do terceiro ano do ensino médio. Os objetivos específicos elencados para este estudo foram: identificar os conhecimentos prévios dos educandos sobre eletromagnetismo; elaborar e desenvolver atividades experimentais integradas às computacionais para abordagem do conteúdo do eletromagnetismo; identificar evidências de Aprendizagem Significativa do eletromagnetismo desenvolvidas nas atividades; analisar as percepções dos educandos após as atividades realizadas. O estudo foi de natureza qualitativa. Os instrumentos de coleta de dados foram os seguintes: um questionário de conhecimentos prévios, indagações dos alunos, mapas mentais, cinco guias Predizer, Observar e Explicar (POE), um questionário de receptividade, diário de campo, fotos e filmagens. Os resultados foram analisados e discutidos de maneira descritiva e cronológica. Os resultados apontaram: os organizadores prévios e os diálogos construídos contextualizaram e problematizaram, possibilitando aos alunos apresentarem ideias gerais do conteúdo, além de motivá-los para participar das atividades subsequentes; o uso produto educacional por meio das atividades experimentais e computacionais proporcionou indícios de aprendizagem com significados mais ampliados, estáveis e elaborados, auxiliando os alunos no processo da diferenciação progressiva e da reconciliação integradora. Ainda, esses recursos instrucionais não substituem a presença do professor, por isso o diálogo foi fundamental para a negociação e construção de significados; os alunos sinalizaram que gostaram das atividades experimentais e computacionais, demonstrando interesse em trabalhar com esse tipo de atividade em outros conteúdos de Física e outras disciplinas, pois foi algo inovador para eles.
Even with so many educational resources available to improve Physics Teaching, there is still a lack of use of these tools. In this sense, this thesis addresses the integration of experimental and computational activities as didactic resources to favor the Meaningful Learning of electromagnetism contents. The theoretical reference that supported the activities and the analysis of the results was the Theory of Meaningful Learning and some of Freire's principles. The question that this study sought to answer and that served as a guide was: how does the use of experimental and computational activities enhance the Significant Learning of electromagnetism concepts for 3rd year high school students of an agroextractivist family school in the interior of Amapá? The study was carried out at the Escola Família Agroextrativismo in the interior of Amapá, having, as subjects, students from two classes of the third year of high school. The specific objectives listed for this study were: to identify students' prior knowledge about electromagnetism; design and develop experimental activities integrated with computational ones to approach the content of electromagnetism; identify evidence of Significant Learning of electromagnetism developed in activities; to analyze the students' perceptions after the activities carried out. The study was qualitative in nature. The data collection instruments were as follows: a prior knowledge questionnaire, student questions, mental maps, five Predict, Observe and Explain (POE) guides, a receptivity questionnaire, field diary, photos and footage. The results were analyzed and discussed descriptively and chronologically. The results showed: the previous organizers and the constructed dialogues contextualized and problematized, allowing students to present general ideas of the content, in addition to motivating them to participate in subsequent activities; the use of an educational product through experimental and computational activities provided evidence of learning with broader, more stable and more elaborate meanings, helping students in the process of progressive differentiation and integrating reconciliation. Furthermore, these instructional resources do not replace the teacher's presence, which is why the dialogue was fundamental for the negotiation and construction of meanings; the students indicated that they liked the experimental and computational activities, demonstrating interest in working with this type of activity in other Physics contents and other disciplines, as it was something innovative for them.
Even with so many educational resources available to improve Physics Teaching, there is still a lack of use of these tools. In this sense, this thesis addresses the integration of experimental and computational activities as didactic resources to favor the Meaningful Learning of electromagnetism contents. The theoretical reference that supported the activities and the analysis of the results was the Theory of Meaningful Learning and some of Freire's principles. The question that this study sought to answer and that served as a guide was: how does the use of experimental and computational activities enhance the Significant Learning of electromagnetism concepts for 3rd year high school students of an agroextractivist family school in the interior of Amapá? The study was carried out at the Escola Família Agroextrativismo in the interior of Amapá, having, as subjects, students from two classes of the third year of high school. The specific objectives listed for this study were: to identify students' prior knowledge about electromagnetism; design and develop experimental activities integrated with computational ones to approach the content of electromagnetism; identify evidence of Significant Learning of electromagnetism developed in activities; to analyze the students' perceptions after the activities carried out. The study was qualitative in nature. The data collection instruments were as follows: a prior knowledge questionnaire, student questions, mental maps, five Predict, Observe and Explain (POE) guides, a receptivity questionnaire, field diary, photos and footage. The results were analyzed and discussed descriptively and chronologically. The results showed: the previous organizers and the constructed dialogues contextualized and problematized, allowing students to present general ideas of the content, in addition to motivating them to participate in subsequent activities; the use of an educational product through experimental and computational activities provided evidence of learning with broader, more stable and more elaborate meanings, helping students in the process of progressive differentiation and integrating reconciliation. Furthermore, these instructional resources do not replace the teacher's presence, which is why the dialogue was fundamental for the negotiation and construction of meanings; the students indicated that they liked the experimental and computational activities, demonstrating interest in working with this type of activity in other Physics contents and other disciplines, as it was something innovative for them.
Descrição
Palavras-chave
Atividades experimentais; Atividades computacionais; Aprendizagem Significativa; Eletromagnetismo; Experimental activities; Computer activities; Meaningful learning; Electromagnetism
Citação
GAMA JÚNIOR, Rosivaldo Carvalho. ENSINO DO ELETROMAGNETISMO POR MEIO DE ATIVIDADES EXPERIMENTAIS E COMPUTACIONAIS EM UMA ESCOLA FAMÍLIA AGROEXTRATIVISTA NO INTERIOR DO AMAPÁ. 2023. Tese (Doutorado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 30 jun. 2023. Disponível em: http://hdl.handle.net/10737/3922.