Atividades experimentais e simulações computacionais: integração para a construção de conceitos de transferência de energia térmica no Ensino Médio
Carregando...
Data
2016-09
Autores
Orientador
Neide, Italo Gabriel
Banca
Neide, Italo Gabriel
Rehfeldt, Márcia Jussara Hepp
Dullius, Maria Madalena
Garcia, Isabel Krey
Pino, José Claudio Del
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Esta dissertação aborda a utilização de atividades experimentais vinculadas às simulações computacionais como recurso para a aprendizagem significativa da transferência de energia térmica. O problema que embasou a pesquisa foi: Quais as implicações da integração das atividades experimentais e simulações computacionais na aprendizagem significativa dos estudantes no conteúdo de transferência de energia térmica? O estudo foi realizado em uma escola privada do município de Erechim, Rio Grande do Sul, tendo, como participantes, trinta e cinco estudantes do 2º ano do Ensino Médio. Os objetivos específicos elencados para esta pesquisa foram: Verificar os conhecimentos prévios dos estudantes relacionados à transferência de energia térmica, bem como suas aplicações em situações do cotidiano; Desenvolver o conteúdo de transferência de energia térmica por meio da integração entre atividades experimentais e simulações computacionais durante as aulas de Física no 2º ano do Ensino Médio; Investigar se as atividades desenvolvidas são potencialmente significativas para a aprendizagem dos alunos sobre elementos importantes da Termologia (formas de propagação da energia térmica). A pesquisa é de natureza qualitativa. Para levantamento dos dados foi utilizado um questionário semiestruturado, questionamentos durante as atividades propostas, além de observações feitas em um diário de campo, fotos, filmagens e, por fim, a elaboração de um mapa conceitual. Os dados analisados apontaram que: a) os estudantes evidenciaram, no questionário semiestruturado dos conhecimentos prévios, antes da intervenção pedagógica, a falta de alguns subsunçores relacionados aos conceitos de propagação da energia térmica, pois não diferenciavam calor e temperatura, o que para muitos significavam sinônimos; b) o material elaborado e proposto nesta prática mostrou ser potencialmente significativo, pois contribuiu para que houvesse modificação, enriquecimento e elaboração de subsunçores presentes nas estruturas cognitivas de alguns alunos, possibilitando a verificação dos fenômenos que muitas vezes são observados no cotidiano, bem como a diferenciação entre as três formas de transferência de energia térmica e, a existência concomitante delas; c) os estudantes, diante da proposta apresentada, estavam motivados e predispostos para trabalhar com as atividades experimentais e as simulações, realizando estas com entusiasmo e demonstrando interesse, favorecendo a ocorrência da aprendizagem significativa; d) a elaboração dos mapas conceituais e sua apresentação (ao término das atividades propostas) evidenciaram alterações nos subsunçores dos estudantes, bem como apontaram que as atividades experimentais vinculadas às simulações computacionais podem ser uma ferramenta para auxiliar na aprendizagem de alguns conceitos de transferência de energia térmica.
This essay approaches the application of experimental activities linked with computational simulations as a resource for the significant knowledge of the thermal energy transfer. The problem in which the research was based on was: what are the implications at the integration of experimental activities and computational simulations for the students significant learning at the subject of thermal energy transfer? The study was settled in a private school from the city of Erechim, Rio Grande do Sul, having as participants thirty five students from the second year of high school. The specific aims listed for this research were: to check previous knowledge from the students, related to thermal energy transfer, as well as its applications in daily situations; to develop the subject of thermal energy transfer by the integration between the experimental activities and computational simulations during the second year‟s high school Physics classes; to investigate whether the developed activities are potentially significant for students‟ well learning about main points of Thermology (ways of thermal energy propagation). The research has a qualitative nature. For data collection, a semi structured questionnaire was used, as well as questions during the proposed activities, besides observations done in a field diary, photographs, filming, and, in the final analysis, the elaboration of a conceptual map. The data analysis inferred that: a) students realized,at the semistructured questionary of previous knowledge before pedagogical intervention, the lack of some subsumers related to the concepts of thermal energy transfer, since they had not distinguished heat from temperature, what for the most of students, they were synonyms; b) the material created and proposed in this practice turned to be potentially significant, because it has contributed to have modification, enrichment and elaboration of subsumers presented in students‟ cognitive structures, providing the verification of phenomena which mostly were observed in daily life, as well as the differentiation among the three forms of thermal energy transfer and their concomitant existence; c) students, in face of the required proposal, showed to be motivated and predisposed to work with the experimental activities and simulations, doing it with enthusiasm and showing interest, making the significant learning possible; d) the elaboration of the field maps and its presentation have evidenced changings in students‟ subsumers, as well as it has pointed that experimental activities combined with computational simulations can be a tool to help the learning of some concepts of thermal energy transfer.
This essay approaches the application of experimental activities linked with computational simulations as a resource for the significant knowledge of the thermal energy transfer. The problem in which the research was based on was: what are the implications at the integration of experimental activities and computational simulations for the students significant learning at the subject of thermal energy transfer? The study was settled in a private school from the city of Erechim, Rio Grande do Sul, having as participants thirty five students from the second year of high school. The specific aims listed for this research were: to check previous knowledge from the students, related to thermal energy transfer, as well as its applications in daily situations; to develop the subject of thermal energy transfer by the integration between the experimental activities and computational simulations during the second year‟s high school Physics classes; to investigate whether the developed activities are potentially significant for students‟ well learning about main points of Thermology (ways of thermal energy propagation). The research has a qualitative nature. For data collection, a semi structured questionnaire was used, as well as questions during the proposed activities, besides observations done in a field diary, photographs, filming, and, in the final analysis, the elaboration of a conceptual map. The data analysis inferred that: a) students realized,at the semistructured questionary of previous knowledge before pedagogical intervention, the lack of some subsumers related to the concepts of thermal energy transfer, since they had not distinguished heat from temperature, what for the most of students, they were synonyms; b) the material created and proposed in this practice turned to be potentially significant, because it has contributed to have modification, enrichment and elaboration of subsumers presented in students‟ cognitive structures, providing the verification of phenomena which mostly were observed in daily life, as well as the differentiation among the three forms of thermal energy transfer and their concomitant existence; c) students, in face of the required proposal, showed to be motivated and predisposed to work with the experimental activities and simulations, doing it with enthusiasm and showing interest, making the significant learning possible; d) the elaboration of the field maps and its presentation have evidenced changings in students‟ subsumers, as well as it has pointed that experimental activities combined with computational simulations can be a tool to help the learning of some concepts of thermal energy transfer.
Descrição
Palavras-chave
Aprendizagem significativa; Atividades experimentais; Simulações computacionais; Energia térmica
Citação
MORO, Fernanda Teresa. Atividades experimentais e simulações computacionais: integração para a construção de conceitos de transferência de energia térmica no Ensino Médio. 2015. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 18 dez. 2015. Disponível em: http://hdl.handle.net/10737/1086.