Radiação eletromagnética aplicada à conservação de alimentos

• Ano de defesa: 2019
• Autor(a) principal: Gomes, Andréia Vaz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Nacional Profissional em Ensino de Física - MNPEF
• Palavras-chave em Português: Ensino de física; Aprendizagem significativa; Experimentação; Ondas eletromagnéticas; Metodologias ativas; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Physics teaching; Meaningful learning; Experimentation; Electromagnetic waves; Active methodologies
• Link de acesso: http://ri.ufmt.br/handle/1/3348

Science education has been undergoing changes regarding its methodologies and classroom practices, since nowadays there is a great need to contextualize the studied subjects. In this way, the present work was applied to a third grade high school class at the José Aparecido Ribeiro state public school in Nova Mutum / MT. The work produced relevant results in the search for new teaching strategies. The proposal aims to provide educators with a didactic tool that contributes to the acquisition of contextualized scientific knowledge, based on innovative techniques and connected with the student's reality. The subject of this study was the Electromagnetic Waves, a subject often superficially approached and decontextualized in high school. To contribute to the improvement of learning, a didactic sequence was built based on the meaningful learning theory of David Paul Ausubel. The activities were organized to contemplate different areas of knowledge, valuing the diversity in the learning of each one. Expository activities, lectures, directed study and the construction of an experimental apparatus were developed, valuing the collective work and the student protagonism. The experiment aimed to work with ultraviolet radiation applied to food conservation, meaning the physical concepts addressed. The work allowed verifying in locus that the possibility of handling, cooperating and building knowledge is proper of the human behavior, as it allows a greater involvement with what is proposed, giving greater meaning to both what is taught and what is learned.