Sequência de ensino aprendizagem sobre o efeito fotoelétrico e o efeito fotovoltaico

• Ano de defesa: 2022
• Autor(a) principal: Barros, Madson Amorim de
• 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: Aprendizagem significativa; Pesquisa-ação; Sequência didática; Efeito fotoelétrico; Sequência didática efeito fotovoltaico; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Significant learning; Action research; Didactic sequence photoelectric effect
• Link de acesso: http://ri.ufmt.br/handle/1/6104

This dissertation proposes the development of an educational product related to the teaching of obtaining electricity from sunlight. This educational product is a learning teaching sequence (TLS), for photoelectric and photovoltaic effects. It seeks to evaluate whether there were signs of significant learning, through the application of the proposed educational product. The choice of these themes arose due to the need to bring electricity, clean and at low cost, to some sectors of the school where I work that do not have it. Based on a worldwide context for the search for clean sources of energy, which are abundant and of lower cost, it is advantageous to show our students the relevance of this theme within physics. This TLS was applied to the students of the technical course in Agriculture, of the Federal Institute of Mato Grosso campus São Vicente - IFMT, in the municipality of Campo Verde. The theory of significant learning was used, elaborated by psychologist David Ausubel and perfected by Prof. Marcos Antônio Moreira, as a theoretical framework for teaching. As a way to evaluate the functionality of the developed TLS, we used the qualitative research methodology known as action research. Didactic resources used within the TLS were: motivating question, video classes in synchronous and asynchronous moment, dialogued class, inverted quiz, questionnaires, conceptual map and virtual experiment simulation (PhET). The research allowed the perception of signs of significant learning by the students. A bibliographic review was carried out in 10 other studies that contained didactic sequences on the photoelectric effect and the photovoltaic effect. Of these eight are MNPEF master's dissertations and two are scientific articles. The educational product presented in this dissertation differs from those used in the research of bibliographic references, by bringing a historical context of quantum physics and by bringing an introductory presentation of the photovoltaic effect, which is the physical effect present in the functioning of photovoltaic cells.