Unidade de ensino potencialmente significativa - uma proposta para o ensino de conceitos de luz e cores no ensino de óptica a nível médio

• Ano de defesa: 2019
• Autor(a) principal: Soranso, Silvia Correa
• 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: Aprendizagem experimental; Física - Experiências; Óptica; Experiential learning; Physics - Experiments; Optics; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Física/Ensino de Física
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/4813

The main focus of the master's dissertation work (MNPEF) linked to the Medianeira Paraná Campus UTFPR, is a Potentially Significant Teaching Unit (PMTU) using active methodologies for teachers and high school students. The objective is to investigate the potential of the use of these methodologies when associated with the teaching of physics and the possible significant learning in the teaching of optics. It is a proposal based on the Cognitivism of David P. Ausubel's Theory of Meaningful Learning. In order to facilitate Meaningful Learning, PMTU are didactic sequences based on learning theories with objective, beginning, middle and end. This proposal was developed by Moreira (2011), it is structured in stages, which follow eight sequential steps. The positive results of the Learning Station Rotation methodology combined with the Predict,Interact and Explain methodology in PMTU activities were also investigated. UEPS was elaborated and implemented in second year high school classes of two public schools in 2018.The total proposed classes for the educational product are 10 lessons of 45 minutes each. To qualify the material we sought to analyze the application in two strands, aqualitative using the methodology of mental and conceptual maps, which were analyzed according to the literature of Laurence Bardin and had expressive and positive results for the research; and another quantitative through the application of a pretest andposttest, which also showed significant learning evidence in the two classes where the proposed PMTU activities (Pilot and Experimental class I) were applied. Also for the analysis of the research and comparison of results, the same number of classes was performed in a control class with the traditional teaching method, and for this the result was not significant considering a significance of 5%, as orientated in the literature. To triangulate and associate the data of the analyzed classes, the results of the experimental groups I were compared in terms of gain, indicating a p-value of 0,04 <0,05. This gives us a higher level of confidence that the PMTU implemented in Experimental class I resulted in significant learning. Thus we can infer with greater confidence that the material developed in the research is potentially significant.