Práticas experimentais integradas às simulações computacionais para a mobilização de significados em Óptica Geométrica
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Data
2023-06
Autores
Orientador
Neide, Italo Gabriel
Banca
Rizzatti, Ivanise Maria
Bogdan, Radu
Dullius, Maria Madalena
Rehfeldt, Márcia Jussara Hepp
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Resumo
O ser humano possui em sua essência a necessidade de compreender o mundo ao seu redor, e esse mesmo comportamento pode ser implementado no ensino de Física a partir de metodologias diferenciadas com a perspectiva de facilitar a compreensão dos fenômenos físicos e suas aplicabilidades no dia a dia. Nesta direção, escolheu-se implementar em sala de aula as atividades experimentais integradas às atividades computacionais como recursos para avaliar indícios de aprendizagem significativa e significativa crítica no ensino de Óptica Geométrica. Para embasar a construção dessas atividades e análise dos dados coletados utilizou-se as teorias da Aprendizagem Significativa e Significativa Crítica. A problemática respondida nesta pesquisa foi como uma sequência didática, fundamentada no método POE, que utiliza de maneira integrada atividades experimentais e simulações computacionais pode contribuir de maneira significativa na aprendizagem e significativa crítica para o ensino de Óptica Geométrica? Realizada no Instituto Federal de Educação, Ciência e Tecnologia do Amapá - Câmpus Macapá, contou com a colaboração de 91 alunos do segundo ano do ensino médio. O objetivo geral foi averiguar a mobilização de significados a partir de indícios de aprendizagem significativa e significativa crítica que surgiram durante a introdução de uma sequência didática, fundamentada no método POE, que integrou atividades experimentais com as simulações computacionais direcionadas para o ensino de Óptica Geométrica. A partir de inquietações sobre o termo integração, foi realizado um estudo bibliográfico minucioso entre os anos de 2009 a 2019 sobre as possíveis formas de integração, e consoante análise de dados originou-se uma nova concepção para o significado de integração no ensino de Física, onde a inserção de diferentes recursos didáticos não deveria considerar de forma literal o conceito do verbo integrar, argumentando-se que as atividades que façam uso de diferentes recursos didáticos devem possuir sinergia desde a fase de escolha desses materiais à sua elaboração, a considerar o uso de perguntas investigativas, oportunizando ao aluno diferentes formas de estudar o mesmo conteúdo. De natureza qualitativa, descritiva e cronológica, os instrumentos de coleta de dados foram: questionário estruturado inicial; atividades experimentais integradas às simulações computacionais fundamentadas no método POE; questionário de satisfação e percepções; anotações realizadas no diário de campo; fotos; videogravações e audiogravações. O Produto Educacional (PE) desta tese denominado Experimentos e Simulações Computacionais no ensino de Óptica Geométrica foi fundamentado na metodologia intervencionista Design Based Research, e passou por refinamentos durante cinco intervenções com públicos distintos em diferentes períodos de tempo. Após a inserção deste PE, foram identificados indícios de aprendizagem significativa e significativa crítica a partir da mobilização dos significados após o uso de diferentes atividades investigativas com diferentes recursos didáticos. Os alunos utilizaram-se dos organizadores prévios apresentados pela pesquisadora e seus conhecimentos prévios para solucionar as atividades propostas, em que foram identificados indícios de aprendizagens por recepção; por descoberta; subordinação; superordenação; combinatória; representacional; conceitual; proposicional; os dois processos dinâmicos da diferenciação progressiva e reconciliação integradora; bem como os onze princípios da aprendizagem significativa. Os alunos aprovaram o uso integrado das atividades propostas, vez que proporcionaram momentos de dinamismo, ludicidade, predisposição para aprender o conteúdo de maneira investigativa, interação entre os pares e com a pesquisadora.
The human being has in essence the need to understand the world around him, and this same behavior can be implemented in the teaching of Physics using different methodologies with the perspective of facilitating the understanding of physical phenomena and their applicability in everyday life. . In this direction, we chose to implement experimental activities integrated with computational activities in the classroom as resources to evaluate signs of significant and critical significant learning in the teaching of Geometric Optics. To support the construction of these activities and analysis of the collected data, the theories of Meaningful and Critical Meaningful Learning were used. The problem answered in this research was how a didactic sequence, based on the POE method, which uses experimental activities and computer simulations in an integrated way, can contribute significantly to learning and significantly criticize the teaching of Geometric Optics? Held at the Federal Institute of Education, Science and Technology of Amapá - Câmpus Macapá, it had the collaboration of 91 second-year high school students. The general objective was to investigate the mobilization of meanings based on signs of significant and critical significant learning that emerged during the introduction of a didactic sequence, based on the POE method, which integrated experimental activities with computer simulations aimed at teaching Geometric Optics. Based on concerns about the term integration, a detailed bibliographic study was carried out between 2009 and 2019 on possible forms of integration, and depending on data analysis, a new conception of the meaning of integration in Physics teaching emerged, where the insertion of different teaching resources should not literally consider the concept of the verb integrate, arguing that activities that make use of different teaching resources must have synergy from the phase of choosing these materials to their elaboration, considering the use of investigative questions, providing students with different ways of studying the same content. Qualitative, descriptive and chronological in nature, the data collection instruments were: initial structured questionnaire; experimental activities integrated with computer simulations based on the POE method; satisfaction and perceptions questionnaire; notes made in the field diary; Photos; video recordings and audio recordings. The Educational Product (EP) of this thesis called Experiments and Computational Simulations in the teaching of Geometric Optics was based on the interventionist Design Based Research methodology, and underwent refinements during five interventions with different audiences in different periods of time. After the insertion of this NP, signs of significant and critical learning were identified based on the mobilization of meanings after the use of different investigative activities with different teaching resources. The students used the previous organizers presented by the researcher and their previous knowledge to solve the proposed activities, in which signs of learning through reception were identified; by discovery; subordination; superordination; combinatorics; representational; conceptual; propositional; the two dynamic processes of progressive differentiation and integrative reconciliation; as well as the eleven principles of meaningful learning. The students approved the integrated use of the proposed activities, as they provided moments of dynamism, playfulness, predisposition to learn the content in an investigative way, interaction between peers and with the researcher.
The human being has in essence the need to understand the world around him, and this same behavior can be implemented in the teaching of Physics using different methodologies with the perspective of facilitating the understanding of physical phenomena and their applicability in everyday life. . In this direction, we chose to implement experimental activities integrated with computational activities in the classroom as resources to evaluate signs of significant and critical significant learning in the teaching of Geometric Optics. To support the construction of these activities and analysis of the collected data, the theories of Meaningful and Critical Meaningful Learning were used. The problem answered in this research was how a didactic sequence, based on the POE method, which uses experimental activities and computer simulations in an integrated way, can contribute significantly to learning and significantly criticize the teaching of Geometric Optics? Held at the Federal Institute of Education, Science and Technology of Amapá - Câmpus Macapá, it had the collaboration of 91 second-year high school students. The general objective was to investigate the mobilization of meanings based on signs of significant and critical significant learning that emerged during the introduction of a didactic sequence, based on the POE method, which integrated experimental activities with computer simulations aimed at teaching Geometric Optics. Based on concerns about the term integration, a detailed bibliographic study was carried out between 2009 and 2019 on possible forms of integration, and depending on data analysis, a new conception of the meaning of integration in Physics teaching emerged, where the insertion of different teaching resources should not literally consider the concept of the verb integrate, arguing that activities that make use of different teaching resources must have synergy from the phase of choosing these materials to their elaboration, considering the use of investigative questions, providing students with different ways of studying the same content. Qualitative, descriptive and chronological in nature, the data collection instruments were: initial structured questionnaire; experimental activities integrated with computer simulations based on the POE method; satisfaction and perceptions questionnaire; notes made in the field diary; Photos; video recordings and audio recordings. The Educational Product (EP) of this thesis called Experiments and Computational Simulations in the teaching of Geometric Optics was based on the interventionist Design Based Research methodology, and underwent refinements during five interventions with different audiences in different periods of time. After the insertion of this NP, signs of significant and critical learning were identified based on the mobilization of meanings after the use of different investigative activities with different teaching resources. The students used the previous organizers presented by the researcher and their previous knowledge to solve the proposed activities, in which signs of learning through reception were identified; by discovery; subordination; superordination; combinatorics; representational; conceptual; propositional; the two dynamic processes of progressive differentiation and integrative reconciliation; as well as the eleven principles of meaningful learning. The students approved the integrated use of the proposed activities, as they provided moments of dynamism, playfulness, predisposition to learn the content in an investigative way, interaction between peers and with the researcher.
Descrição
Palavras-chave
Atividades experimentais; Atividades Computacionais; Integração; Aprendizagem significativa; Aprendizagem Significativa Crítica; Mobilização de Significados; Experimental activities; Computational Activities; Integration; Meaningful learning; Critical Meaningful Learning; Mobilization of Meanings
Citação
ALVES, Nayara França. Práticas experimentais integradas às simulações computacionais para a mobilização de significados em Óptica Geométrica. 2023. Tese (Doutorado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 28 jun. 2023. Disponível em: http://hdl.handle.net/10737/4291.