Prototexto, narrativa poética da ciência: uma estratégia de construção do conhecimento e religação de saberes no ensino de física

In this thesis I present the prototexto notion and to I base as a complex system while strategy of knowledge construction and reconexion of you know in physics teaching. Prototexto is a poetic narrative of the science, proposal and used initially as "instrument of creative" learning for students apprentice of science of the medium and technical teaching of the Vitória da Conquista's CEFET-BA, in the period of 1997-2004. Later become pregnant as a strategy of knowledge construction, in the Universidade Estadual da Bahia - UESB, the prototexto notion configures a complement to the mathematical formulation. The proposal of a poetic narrative of the science is that the apprentice of science starts to organize in an aesthetic-literary way your knowledge, dispersed in disciplines, starting from a theme of the physics. The prototexto emerges of my reflections concerning the classic science, identified for Edgar Morin as tends a thought excessively numeric, and that it has been reproduced in physics teaching, in most of the schools, limiting him/it to an order pattern with the mistake absence. They are operations of the prototexto: the poetic language, the pedagogic stamp, the unfinished of the argument, the system character and the apprentice's of science inclusion as subject implicated in the construction of the knowledge. the theoretical foundations are based Morin's proposition of the method as strategy, the beginning of the complementarity of Niels Bohr in conceiving excluding categories as face of a same phenomenon and the conception of creative time of Ilya Prigogine that enunciates the alliance among the nature and the man that it describes her

Objetivos e conteúdos no ensino de física para adultos: um estudo de caso

The dissertation presents the learning, production and results of a study with a group of adult students of a high school level class in a night time public school at the Zona Oeste district of Natal-RN. As a teacher of Physics of these adult students, whose age is between 17 and 65 years, we felt the need to deepen our knowledge about the specifics of these students and build ways of teaching which would lead to a more significant educational process beside them. Among these ways of teaching, we emphasize, first, the performance of an extra-class activity that triggered the students' oral narratives about their life stories. Such narratives have led us to prioritize, as goals of teaching: socialization and the rescue of the search for a permanent learning, self-esteem and skills development to promote the exercise of autonomy. The students' previous contacts with the country life showed to be extremely significant for their memories and motives, suggesting the theme "Nature" to be adopted as a matrix for generative themes to be adopted during the teaching and learning moments with them. Considering these results, we construct a teaching proposal for continued work with the class, with which we chose the "Climate" as a guiding theme of this proposal, here presented and analyzed. In addition to a movement between problematizations developed in a thematic framework - through the initial questions of the students -, and those in a more conceptual approach - that we induced -, we have adopted as central methodological aspect the use of oral and written language, both as an exercise of dialogue, Freire's perspective, such as a structural element of cognitive processes, the perspectives of Vygotsky and Bakhtin. The development of the proposal was registered by audio and teacher and students´ regular written records, for 1 month and a half. As positive outcomes of the proposal, we emphasize the changing attitudes of students, showing a significant increase of their initiative in participating of the classes, besides a creative and critical use of arguments during the situations studied

Utilizando as ciências espaciais e a astronáutica na construção de atividades práticas em ensino de física

In this work we consider the use of new technologies fron the Space Science and Astronautical, in the learning process, incorporating technical and conceptions of physics Spatial what can take on the response of some problems what there are a lot insistent in populate the mind of professors and followers regarding agreement of these conceptions into the level Average. Intending to bring another contribution to Physics teaching practice, especially Classical Mechanics, but introducing many introductory concepts from Modern Physics, since this topic is considered of great interest for teachers and students, for it involves high technology. It s advanced manufacturing demand certain processes that make possible the application of those concepts

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Uma proposta de metodologia para o ensino de Física usando robótica de baixíssimo custo

This paper presents methodology based on Lev Vigotsky`s social interactionist theory through investigative activities, which integrates the teaching of physics to robotics, directed to students of the Physics degree course, seeking to provide further training for future teachers. The method is organized through educational robotics workshops that addresses concepts of physics through the use of low-cost educational robots along with several activities. The methodology has been presented and discussed and put into practice afterwards in workshops so that these future teachers may be able to take robotics to their classroom. Students from the last and penultimate semester of the Physics degree course of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, Caicó campus participated in this project

Desenvolvimento de um programa de ensino de Física Térmica para o nível médio

Neste trabalho de mestrado, detemos nossa pesquisa na elaboração e implementação de planos de aula, que pudessem contribuir para estimular a participação e o interesse dos alunos nas aulas de física. Utilizamos como principal recurso didático, textos provenientes da Internet, que proporcionasse aos estudantes acesso a leitura envolvendo conteúdos científicos, tentando amenizar a falta de qualquer forma de material didático de ciências para os alunos. Pudemos constatar também, deficiências por parte dos educandos, em atividades que envolviam leitura e interpretação de textos, o que nos preocupou bastante enquanto educador e nos motivou a provocar mudanças neste quadro. As atividades aqui propostas foram elaboradas e aplicadas numa turma do segundo ano do nível médio, atendendo conteúdos de física térmica mas com um enfoque interdisciplinar. Cada plano de aula proporcionou participação ativa de cada estudante, seja na realização de tarefas solicitadas ou na participação de discussões em sala de aula. Os resultados mais expressivos desta pesquisa foram aumento na participação dos alunos nas atividades fora e dentro da classe e uma mudança na forma de pensar e elaborar soluções para determinados problemas

O uso de analogias para o ensino de equilíbrio químico no ensino médio: facilitação da aprendizagem ou transmissão de erros conceituais?

The use of analogies in high school is often useful for chemistry teaching, either on textbooks or by teachers in the classroom.This use is justified by the large number of abstract concepts that rules this course. Analogies are conceptualized by several authors, which converge on the idea that these are tools that seek a way to elucidate an unknown concept by comparing it to a familiar one, relating their similar and dissimilar features. An analysis on a survey of analogies found in high school chemistry textbooks and chemical equilibrium studies is performed in order to verify whether they are leading to misconceptions for their use by students and/or for their use by teachers in the classroom, or whether they promote a learning facilitation

Uma abordagem dialógica para a utilização de atividades experimentais em sala de aula

The belief of using experimental activities in the teaching of Physics as a strategy to produce a more efficient teaching-learning process is great among teachers and the school community. However, there are many difficulties for their implementation and when it happens they do not contribute for an improvement in class efficiency due to the method used. In this work, we developed a proposal for using these activities in Physics classes in high school, from a critical-reflexive approach in which the constant dialogue between the participants in the teaching-learning process is fundamental. The work was developed in two ways. The first, where the author/writer created an educational material and applied it in classroom and a second one, where he presented the idea to other teachers and undergraduate students from the Physics course at UFRN and IFRN (former CEFET-RN) through an extended workshop entitled "The role of experimental activities in the Physics teaching". This workshop had the duration of 60 hours and was implemented in 4 steps: i) sensitization and formation, ii) material development, iii) material implementation and iv) evaluation by teachers and students from the classes where the material was applied. The goal of this workshop was to present the approach, evaluate how the participants received the idea and how they would apply it in real situations. The results of the application in classroom allowed us to reach some conclusions. This approach was well received by the students as well as by the workshop participants. Despite some difficulties in relation to the handling of the implementation results by the workshop participants, they indicated changes in these professionals teaching practice and the introduction of experimental activities has been an important subsidy to assist them in Physics class in high school

Correr, saltar, lançar, dialogar :uma reflexão sobre corpo e aprendizagem nas aulas de educação física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O ensino de óptica no nível fundamental: uma proposta de ensino aprendizagem contextualizada para a oitava série

This dissertation presents the investigation and possible interference in the current teaching of physics, specially of optics, in the eighth grade/ ninth year / fourth cycle of junior high school. The context of the current science teaching is also presented. Besides, the following aspects are discussed: the preparation of the eighth grade teachers, their professional needs, the pedagogical practices and the theoreticmethodological difficulties faced by them. Another important issue in Science Teaching, which is also discussed in this dissertation, is the need for an efficient scientific literacy so that the citizen may express value judgment about Science and Technology issues. The data about the context were gathered from questionaires answered by the teachers. In value of this information, lesson plans were elaborated and implemented. The goal was to point out alternatives for the development of a teaching-learning evaluation which would be both pleasant for the teachers in relation to the implemented methodology, end meaningful for the students by adding elements such as: interdisciplinary approach, contextualization and preparation by competences. Furthermore it was carried out a deeper analysis of the Brazilian curriculum references (LDB, DCN, PCN, RCB) and content aspects (concepts, procedures e attitudes) to be executed by that branch of human knowledge, aiming at a really Contextualized Science Teaching, qualified and pleasant for the eighth grade level. It is also presented in this paper the profile or the Professional which teach this level at state public schools in Russas, state of Ceará, Vale do Jaguaribe Region. The efficacy of the lesson plans were also analysed by using evaluation procedures with the eighth grade students of the following schools: CAIC Senador Carlos Jereissati and EEF Manuel Matoso Filho, from which the concepts acquired during the implementation of the classes became evident in the students

Como vão se formando os professores em física e química: embates entre o ser, o ter e o fazer na formação de licenciandos da UFRN sob a perspectiva da teoria das representações sociais

The purpose of this work is to approach and understand the Social Representations (SR) (MOSCOVICI, 2003) about Physics and Chemistry from people who are major in these courses, as well as their Social Representations about teaching . We took as principle that approaching these representations it would be possible to relate their symbolic contents, in order to show how people who are following the first segments of bachelor degree courses in Physics and Chemistry become teachers, taking into account a psychosocial view. Two source of data was used during this research: Free-association Technique FA (ABRIC, 1994); and Multiple Classification Procedure (MCP) (ROAZZI, 1995). The analytical treatment of the collected data from FA was done according to the proposition of Grize, Vergés and Silem (1987 apud ABRIC, 1994, p. 66). MCP data were analyzed through MSA (Multidimensional Scalogram Analysis) and SSA (Singular Spectrum Analysis) methods associated with the Facet Theory (BILSKY, 2003). The discourses of MCP discussing groups at the moment of explanations were studied by Content Analysis as it was proposed by Bardin (1977) and Franco (2005). Indicative of an approach to the relations with knowledge (CHARLOT, 2000), the connections which aroused from the analyses showed that the group of future majors in Physics thought that this scientific field was based on a rationalist conception, influencing the idealization sense of the phenomena to be explained by Physics. Thus, Physics as school content started to require the student of the fundamental and high school to think abstractly as a cognitive skill of learning. The identifying elements observed in the relations between SR about Physics and Teaching aroused from the antagonism between future majors and their teacher, as well as from the speculation between their fundamental and high school students and themselves, mainly when they had to face the act of teaching due to the obstacles imposed by the own educational system, and by the weakness of the initial preparation. The group of future majors in Chemistry, through its discourses, showed these relations when they conceived empiricist Chemistry and said that teaching was the way of transmission of this knowledge, and didactics of Chemistry teaching was the direction to learning through pedagogic methods in order to lead the students to discoveries. The psychosocial contents which were built and showed from the symbolic relations in the studied SR achieved the relation of identity. This relation revealed identifying elements for these people, resulting from the traffic between their condition as students of Chemistry, and as teachers regarding their work, what placed the current relational contents in the teaching space, named as Knowledge changing and Adaptability . In order to study emerging questions in the discussing environment about formation and teaching professionalization, we focused the psychosocial view on this traffic and managed to observe epistemological practical and pedagogic obstacles that limited a configuration of the teaching work as a professional activity, especially from the particular conditions which led the relations of senses to Physics , Chemistry and Teaching ; and Chemistry and Physics as it was seen in this research. Generally speaking, we noted that these obstacles can denounce such obstacles concerning to the pedagogic doings which mainly impair the learning process of fundamental and high school students

A química no ensino médio e a contextualização: a fabricação dos sabões e detergentes como tema gerador de ensino aprendizagem

El conocimiento químico es muy importante a la comprensión de procesos físicos y químicos que nos acercan, por una opción de una vida mejor con calidad, fomentando y acompañando el desarrollo tecnológico. Sin embargo, la formación de un pensamiento químico fruto de un aprendizaje significativo es hoy, en todo el país, un reto paro los educadores de química. Estúdios señalan la contextualización de los contenidos químicos como recurso para promover una interrelación entre conocimientos escolares y hechos/situaciones presentes en el cotidaiano de los alumnos, añadiendo significado a los contenidos escolares, proporcionando a los alumnos un aprendizaje significativo. Con tal objetivo, la siguiente pesquisa se realizó con la intención de contribuir con la enseñanza de química y con el propósito general de proponer un materila didáctico que presentase una forma contextualizada de trabajar algunos conceptos y contenidos fundamentales a la química, con tema generador de la enseãnaza y aprendizaje a la fabricación de jabones y detergentes. Con objetivo de justificar la elección del planteamiento de la contextualización y la elaboración del material didáctico, se hizo una pesquisa acerca de la enseãnaza de química en al red pública de educación y la relación de ésta con los contextos pertenecentes a la realidad de los alumnos. Se observó que la enseñanza de química actual en la red pública de educación es tradicional y descontextualizada. Los resultados de esta pesquisa muestran la necesidad de cámbios la forma de como se enseñan los contenidos químicos. En la segunda parte de la pesquisa, se produjo la elaboración de la unidad didáctica de enseñanza, con el objetivo de promover el aprendizaje significativo de conocimientos químicos a partir del tema de la fabricación de jabones y detergentes. Se observó que el trabajo alcanzó los objetivos propuestos. Una evaluación cualitativa mostró que los alumnos estuvieron más participativos e interesados al estudiar química de esta forma. Relatos y decalraciones de los alumnos también indicaron que hubo un aprendizaje significativo de los contenidos trabajados y que los alumnos son capaces de transferirlos para la comprensión de situaciones reales. Y una evaluación cuantitativa del material nos reveló que 87,09% de los alumnos obtuvieron apuntes iguales o superiores a la media necesaria para la aprobación. Esperamos que hayamos contribuído para mejorar la calidad de la enseñanaza de química y que este trabajo sea solamente un comienzo de una gran jornada

Uma proposta para o ensino de eletromagnetismo no nível médio

This paper aims at building a proposal for teaching of electromagnetism in the secondary level in the state public school in Natal, RN, encompassing at the most possible comprehensive manner the fundamental aspects of electromagnetism. The methodology employed here is prioritize physical concepts rather than instruments (such as the mathematics), which should have the connotation of just tools, or of aids in the context of physics teaching in the referred teaching level. The proposal is to give teachers a consultation resource, from differentiated lesson plans, which have as main focus activities based primarily in texts and active participation of students in the teaching- learning process and the implementation of the PCN+ proposals (BRAZIL, 2000), which suggest alternative ways to make the practice in the classroom more exciting, targeting a significant teaching-learning process for both the teacher and the student. This material was applied during the 3rd and 4th term (i.e., bimester) throughout the school year of 2007, in the State School Teacher Varela Barca in two classes (3V1 and 3V2) of 3rd grade of secondary level. As evaluation of the implementation of this proposal one can cite that students were more secure when to apply the concepts, when conducting the experiments, and less anxious when formal evaluation of the evidence, showing greater motivation when presented to electromagnetism contextualized in their everyday situations. The product of this educational work includes, besides the dissertation, the lesson plans, itineraries and experimental assessment of the instruments used (Annex E to I)

Despertando responsabilidade social no ensino médio por meio de temáticas associadas à física nuclear

Many discussions about the role of the school are on the agenda, in an increasingly complex society. Sociologists, educators, anthropologists, researchers of different areas seek that role. The objective of this dissertation is to contribute what we can consider the central role for the physics teaching, citizenship training. We have elaborated a didactic proposal to increase the interest of high school students on issues of social relevance and, throughout it, to promote the formation of attitudes of social responsibility, enhancing the formation of a more politically and socially active citizen. For the preparation of the proposal, studies were made on education for citizenship and on attitudes change, using as its main theoretical foundation the researches on the Science, Technology and Society curricular emphasis. The teaching of Nuclear Physics was integrated to our proposal, due to its pedagogical potential for the discussion of social, political and economic subjects related to scientific concepts and associated technologies. The educational proposal we have produced was applied on a high school class of a private school at Natal-RN. It was composed from the controversial issue involving the installation of nuclear power plants in Brazilian northeast. The methodology of role playing, in which students assumed social roles and produced specific subsidies for a public hearing and a later referendum, both simulated. In the analysis of the implementation of the proposal, we highlighted the difficulties but also the possibilities and the relevance of exercising skills such as reasoning, finding information, and arguing about of social problems. The results of the research showed the possibility of meaningful learning on Nuclear Physics contents, through this social, political, economic, scientific and technological contextualization using a controversial and real issue together with mechanisms that trigger for greater popular participation, as public hearing. It has also been identified changes in attitude by some students about issues related to Nuclear Physics. We hope, through this dissertation, to contribute to the formation of future citizens as well as to the initiative of teachers-researchers with pedagogical aims similar to those in the present work

Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science