http://hdl.handle.net/11422/28262 2026-04-22T07:33:18Z 2026-04-22T07:33:18Z Santos, William de Sant’Anna dos http://hdl.handle.net/11422/17631 2026-01-28T01:25:59Z 2017-03-10T00:00:00Z

Title: Métodos ativos de aprendizagem aplicados em aulas de física do ensino médio Author(s)/Inventor(s): Santos, William de Sant’Anna dos Advisor: Guimarães, Antônio Cândido de Camargo Abstract: We used two active learning methods, Just-in-Time Teaching (JiTT) and Peer Instruction (PI), in high school physics classes and from this experience produced an implementation guide for teachers. The active methods allow students to participate in the teaching-learning process in a collaborative way, being the protagonists of the knowledge construction. In this work we show that, based on the theory of Ausubel, Novak, Gowin and Vygotsky, the methods help in the process of achieving significant learning. Just-in-Time Teaching, in addition to assist students achieving a greater commitment with homework, allows the teacher to better decide which subjects should be worked out with greater attention. The teacher sends a reading material and a questionnaire that must be answered before the class and based on this feedback focuses the lecture on the points that have generated the most doubts. The method Peer Instruction consists basically in the application of conceptual tests that follow a dynamics in which students have no choice but to participate actively in the classroom activities. Students respond to classroom quizzes, question by question, discussing and trying to convince their classmates about the answers they thought correct. The methods are complementary and contribute to a truly meaningful learning. In order to verify the gain, we applied before and after school tests in two classes that developed the same content: one group subject to the active learning methods and another to the conventional method. We highlight the results of the experience that show that with the active methods students feel more confident and achieve better results in the evaluation. As a result of our work, our educational product is a guide for high school teacher meant to introduce and orientate them in the implementation of the active learning methods. Hopefully, we will facilitate the use of new and powerful tools, making the pedagogical process more dynamic and interesting for teachers and students, and the learning to be more effective. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2017-03-10T00:00:00Z Nascimento, Wallace Robert da Silva http://hdl.handle.net/11422/17577 2026-01-28T01:23:10Z 2017-04-27T00:00:00Z

Title: Desenvolvimento da biblioteca AcliveJS para simulações de fenômenos físicos Author(s)/Inventor(s): Nascimento, Wallace Robert da Silva Advisor: Ttira, Claudio Ccapa Abstract: Often the Teaching-Learning process about a certain physical phenomenon is compromised due to the students' difficulty of abstraction. In these cases, you can use media resources, whether in the form of videos or computer simulations. The use of these technologies seeks to facilitate the understanding of what is being studied. Based on this principle as the final product of the Master's dissertation, a javascript library, AcliveJS, was developed, whose purpose is to enable teachers to show or develop simulations of physical phenomena through internet browsers. The objective of this work is to present the AcliveJS simulation tool and to show the teacher how to develop a simulation through an example. Aim the results obtained from the application of the tool in the classroom and discuss the acceptance, advantages and disadvantages of using the tool. It is hoped that this work will be an invitation for the teacher to improve his professional practice and to incorporate more and more the use of new media resources in Physics Teaching, favoring the study and the reflection on the part of the students. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2017-04-27T00:00:00Z Souza, Hudineia Fitaroni França de http://hdl.handle.net/11422/17543 2026-01-28T01:20:41Z 2017-03-16T00:00:00Z

Title: A cosmologia de Newton a Einstein: uma proposta para o ensino médio com recursos de hipermídia Author(s)/Inventor(s): Souza, Hudineia Fitaroni França de Advisor: Montoya, Habib Salomon Dumet Abstract: There is a necessity in searching for new alternatives to pedagogical praxis at each teaching level, since bringing the teaching-learning process closer to what is pertinent to the generation inserted in it is a way to turn the school into a dynamical and active space in its time. The use of new technologies in classroom, such as hypermedias, as tools to facilitate the building of the knowledge are resources that teachers must take as their own, since most of students like to “explore” the world they know. The secrets of the Cosmos and the knowledge of certain contemporary scientific terms presented to them in games or movies, increase their interest whenever the subject is discussed. However, most of the time, Cosmology in the classroom is only treated from the Newtonian point of view, leaving out Einstein's theories. Considering the aspects mentioned above, seeking to build a bridge between the physics in the classroom and Modern Cosmology, our main aims are to create situations for high-school students where they assimilate the qualitative difference between Newton's and Einstein's gravitational theories, as well as to evaluate the impact after hypermedia use in the classroom. For these purposes, we developed a hypermedia as a mediator digital resource to build and to teach gravitation, in such a way the students can explore, in a panoramic way, the necessary concepts about gravitation, which will be developed in both approaches. In addition, based on the Ausubel's social constructive proposal for a significant learning, we apply a hypermedia in a class of first highschool grades of a private school. A significant increase of knowledge about gravitation was observed in the students, supporting the confidence they had in the answers after the tests. Besides, all the students who have participated in the test have said that hypermedia favored the learning and they have suggested that it would be interesting to implement it in other courses. Thus, we hope this product will contribut e to a more meaningful learning through contextualization, illustration, trial and enrichments of Modern Cosmology contents in highschool classrooms. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2017-03-16T00:00:00Z Herdi, Gislaine Soares Machado http://hdl.handle.net/11422/17520 2026-01-28T01:17:27Z 2017-03-16T00:00:00Z

Title: Desenvolvimento de uma metodologia de avaliação continuada para o ensino de física Author(s)/Inventor(s): Herdi, Gislaine Soares Machado Advisor: Tavares, Bernardo Mattos Abstract: Evaluating the student in their educational practice does not simply mean quantifying the degree of knowledge they have acquired, but rather monitoring their development, interfering, when necessary, to assist them in building their knowledge so that their learning is meaningful. Based on this principle, we developed the proposal of a book-game adventure in digital format as an instrument through which the learner is evaluated as he builds his knowledge. In order to allow the student describe his reasoning to solve the question-problems, and to identify the track carried out in the game, generating data to be analysed by the teacher, we built a kind of logbook in google forms plataform and coupled it on the book-game plataform. It is a tool that quantifies the data, generating graphs and charts that help the data analysis. This proposal was not intended to quantify knowledge, but to identify the stumbling points of the student so that the teacher (researcher) could help him to finish the studies of concepts and then build his meaningful learning. The diagnosis based on the case study leads us to conclude that the proposal was well accepted by the participating students, thus enhancing the teaching-learning process. The results obtained were satisfactory. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2017-03-16T00:00:00Z