Impactos na motivação e na aprendizagem dos alunos em aulas remotas ao aprenderem sobre minifoguetes por meio de uma metodologia ativa

• Ano de defesa: 2021
• Autor(a) principal: Nunes, Francielle
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Medianeira; Brasil; Programa de Pós-Graduação em Ensino de Física; UTFPR
• Palavras-chave em Português: Estratégias de aprendizagem; Aprendizagem cognitiva; Aprendizagem baseada em problemas; Motivação na educação; Learning strategies; Cognitive learning; Problem-based learning; Motivation in education; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Física/Ensino de Física
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/29905

The present work deals with the motivation and meaningful learning of students from a school of the state education system of Paraná, which offers full-time education in the city of Foz do Iguaçu, and aims to analyze the impact on motivation and learning of students, through Remote Teaching, using the strategy called rotation by stations with mini rockets. The research on Rotation by Stations Mini Rockets is justified because it presents an interactive and participatory approach, potentially stimulating the students to research and engage with the content, providing a greater understanding of the theme, even though at this moment, Brazil and the world are going through the period of the Coronavirus pandemic (Covid-19). The theoretical foundation came from the review of publications that address concepts and experiences related to the proposal of this study. The terms used were: physics teaching, rotation by station, mini-motos, online teaching, active methodologies, meaningful learning, hybrid teaching and gamification, and it includes publications from journals that explore these research categories and is justified by evidencing their contributions to their respective fields. In the Rotation by Station methodology, the students learned how to develop the mini rockets, with theoretical material, videos, games, and also to develop the research in a qualitative way, making the PET bottle minifoguete in practice, but in their own homes, using for this, approximately, eight classes remotely. The qualitative analysis of the material was carried out through the application of the Learning Motivation Scale, by Rita Zenorini, and methodologically based on content analysis, by Laurence Bardin. It was chosen to research this relationship to verify the students' knowledge and motivation, and also to verify if this knowledge was improved during the performance of the activities in the remote classes. The students were given and performed Motivational pre-tests and a Test of Prior Conceptions of Newton's Laws that were applied before the beginning of the content development. The results were positive in the production of mini-rockets, with 100% effectiveness in the production and launching of the rockets, and the intention is to extend the research to other schools, both remotely and faceto-face. However, in a future application, it is suggested that more mind and conceptual maps be used, in order to obtain an even more satisfactory result. As a relevant factor in the conclusions found, we can diagnose that without the physical presence of the teacher (due to the pandemic and the online classes) to stimulate and enhance the teaching/learning, the students suffered an impact on their cognitive and emotional abilities during the content development process. This influenced the results presented during the classes and the final result of the research, a fact that can be corrected in the future.