A resolução de problemas aplicada ao ensino do momento angular

• Ano de defesa: 2025
• Autor(a) principal: Silva Júnior, Valdemir Manoel da
• Orientador(a): Santos, José Jamilton Rodrigues dos
• Banca de defesa: Campos, Alexandre, Xavier, Maria Kamylla e Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Ensino de Física - PPGPEF
• Departamento: Centro de Ciências e Tecnologia - CCT; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Resolução de Problemas; Momento Angular; Conservação do Momento Angular
• Palavras-chave em Inglês: Troubleshooting; Angular Momentum; Conservation of Angular Momentum
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74899

This dissertation presents an investigation into the implementation of a teaching sequence on Angular Momentum and its conservation, employing an investigative approach based on the Pencil-and-Paper Problem Solving method, as proposed by Clement and Terrazzan (2012). The study was conducted in a rural night high school in a small town in the state of Paraíba, Brazil, with first-year high school students. The developed teaching sequence includes the application of theoretical and practical activities combined with analytical rubrics for assessment, promoting active and collaborative learning. The results indicated that the investigative approach supported the development of students’ critical thinking and analytical skills, while also fostering reflection on the teaching and learning process. However, challenges such as initial student resistance and limited available resources were identified, highlighting the importance of developing educational approaches and policies that ensure access to alternative teaching materials beyond traditional textbooks, as proposed in this work. The conclusions point to the effectiveness of Problem Solving as a teaching strategy, suggesting that the inclusion of relevant and contextualized topics in the curriculum can enhance students’ interest in Physics. This research contributes to the discussion on problem solving in Physics education and proposes an adaptable model that can be applied in different educational contexts, aiming to foster the development of more critical and autonomous students.