Uma sequência didática para o ensino do eletromagnetismo no ensino médio, baseada em pressupostos da teoria da aprendizagem significativa e da motivação

• Ano de defesa: 2019
• Autor(a) principal: Neves, Nikolai Bassani Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Aprendizagem significativa; Instrução pelos colegas; Eletromagnetismo; Motivação; Meaningful learning; Electromagnetism; Peer instruction; Motivation; subject.br-rjbn; Ensino de Ciências e Matemática
• Link de acesso: http://repositorio.ufes.br/handle/10/13155

Describes the process of assembly, use and evaluation of a didactic sequence on Electromagnetism (Magnetism and Electromagnetic Induction) that was applied with classes of students of the 3rd year of High School of the state education network of Espírito Santo, in Vitória. The sequence is a complementary material for use with Barreto and Xavier's book "Física: aula por aula, volume 3" (2013), but it is adapted with material that can be used in conjunction with any other high school textbook that covers the subject. These are assembly guidelines and experiment guides, multimedia material available in online shared folder, as well as suggestions for sequencing the contents to be addressed in the classroom. The content presented by the textbook was reduced to fit the annual 80-hour class schedule of the Espírito Santo state education network, but the content, skills and abilities brought by the National Curricular Parameters (BRASIL, Parâmetros curriculares nacionais) and it’s Guidelines (BRASIL, PCN+), the Enem (INEP, 2014) and Paebes (PAEBES) curricula, the Basic Curriculum of State Schools (SEDU, 2009) and the corresponding curricular guidelines (SEDU, 2017). In this work, we used the Meaningful Learning Theory (AUSUBEL, 2003, MOREIRA, 2009, 2011a, 2011b, 2012, 2016) as a basis for the study, complemented by Peer Instruction (ARAÚJO, MAZUR, 2013, CROUCH et al. 2003) as a way of negotiating meanings, and with elements of studies on Motivation compiled by Bzuneck (2010). The study had a quasi-experimental design, with use of control group and experimental group with pre and post-tests and opinion questionnaires. The evaluation of the implementation made use of statistical tests and also qualitative analysis of the teacher's diary and the opinions of the students, investigated with Content Analysis (BARDIN, 1977), indicating that there was more progress made in the test scores by the students of the experimental groups, between the pre and post-tests, than by the students in the control group. The teacher's records corroborate the elements of the theories used in the classroom and the students' opinions were of approval of the sequence, mainly due to the abundance of experiments and the relations established between the topics studied and daily life. It is concluded that the most pronounced advance in the scores of the experimental group seems to result from the use of the chosen theoretical body, and that nevertheless it is desirable to make a study with a larger universe of students, teachers and schools, in order to reduce the relevance of factors out of our control. Finally, the work of the professional master's degree course is particularly transformative for master's professors, since it contributes to the formation of their researcher side while simultaneously improving their professional practice.