INDUÇÃO MAGNÉTICA: Uma proposta de UEPS fundamentada na Teoria da Aprendizagem Significativa

• Ano de defesa: 2022
• Autor(a) principal: SILVEIRA, Aline Cristine Gomes da
• Orientador(a): BATISTA, Jerias Alves
• Banca de defesa: BATISTA, Jerias Alves , CARVALHO, Édson Firmino Viana de , TRONCÃO, Pâmella Gonçalves Barreto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - ENSINO DE FÍSICA EM REDE NACIONAL/CCET
• Departamento: DEPARTAMENTO DE FÍSICA/CCET
• País: Brasil
• Palavras-chave em Português: Indução magnética; Aprendizagem significativa; Unidade de ensino potencialmente significativo
• Palavras-chave em Inglês: Magnetic induction; Meaningful learning; Potentially significant teaching unit
• Área do conhecimento CNPq: Materiais Magnéticos e Propriedades Magnéticas
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/4341

This work presents an educational product that brings together a didactic sequence for teaching about Magnetic Induction as a support for teachers of the third year of high school. As such, it describes historical, conceptual, mathematical and application aspects in a way not explored in textbooks. Aiming at significant changes in the teaching of Physics, the research has as a problem the following question: is it possible to teach the content of magnetic induction through a Potentially Significant Teaching Unit (UEPS), which allows greater involvement, and consequently mastery of the content, to 3rd year high school students? The objectives that guide the accomplishment of this research seek to describe the phenomenon associating it with the students' daily life, as well as verifying the effectiveness of this teaching method. The theoretical framework that supports the use of UEPS are the principles of the Theory of Meaningful Learning by David Ausubel and Critical Significant Learning by Marco Antônio Moreira. Third year high school students from a state public institution in the city of São João dos Patos - MA were the interactive agents of the project, with the researcher author as a mediator. The UEPS has a sequence of six meetings that seeks to respect the aspects that constitute the sequence. The data collected seek to associate the descriptive result of the students indicating a significant learning through a report with scientific consistency. We evaluated the proposed work in the different stages of the didactic sequence and found that the positive participation together with the productivity acquired by the students can lead us to conclude that there were signs of significant learning, as we were able to detect the difficulties and establish strategies for how students could overcome such difficulties. challenges. In view of the facts, the project aims at more efficient learning, motivating students in the teaching learning process, as well as helping teachers in the development of content related to magnetic induction.