A integração de atividades experimentais e computacionais o ensino de Óptica Geométrica: uma abordagem sobre a construção dos conhecimentos fundamentada na teoria da aprendizagem significativa
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Data
2018-12
Autores
Orientador
Neide, Italo Gabriel
Banca
Neide, Italo Gabriel
Rosa, Cleci Teresinha Werner Da
Rehfeldt, Márcia Jussara Hepp
Marchi, Miriam Ines
Título do periódico
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Título do Volume
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Resumo
A presente dissertação aborda a utilização de atividades experimentais
integradas às atividades computacionais como recursos para avaliar indícios de
Aprendizagem Significativa no ensino de Óptica Geométrica. Tendo como
situação problema: Como a realização de uma estratégia metodológica que
integra recursos experimentais e computacionais voltados para o ensino de
Óptica Geométrica pode contribuir significativamente na aprendizagem dos
alunos? Nesse contexto, a sede para realização desta pesquisa foi uma
instituição federal de ensino do munícipio de Macapá-AP, no qual participaram
vinte estudantes do III semestre do curso superior de Licenciatura em Física.
Possuindo os seguintes objetivos específicos: Averiguar os conhecimentos
prévios dos alunos do III semestre do curso superior de Licenciatura em Física
sobre a Óptica Geométrica; Elaborar e desenvolver atividades experimentais
integradas às computacionais utilizando-se dos conhecimentos prévios dos
alunos; Descrever os indícios de aprendizagem significativa que surgiram no
desenvolvimento das atividades; Avaliar os aspectos motivacionais dos alunos
quanto ao ensino de Física; e Reconhecer quais implicações pedagógicas
surgiram para o ensino de Óptica Geométrica após a realização dessa proposta
integradora. A pesquisa possui natureza qualitativa. Para coleta de dados foram
utilizados: Questionário Estruturado Inicial; guias POE; Questionário Estruturado
de Percepções sobre o uso de atividades experimentais integradas às
computacionais no ensino de Física; anotações realizadas no diário de campo;
fotos; vídeo gravações e áudio gravações. A análise de dados foi realizada de
maneira descritiva e cronológica. Desta forma, foram identificados os
conhecimentos prévios dos estudantes, por meio do Questionário Estruturado
Inicial, tendo em vista, por exemplo, conhecimentos sobre os princípios de
propagação da luz. Neste interim, para a construção das atividades integradas
levou-se em conta esses subsunçores, no qual após a produção e uso deste
material, concluiu-se que este mostrou ser potencialmente significativo, pois
proporcionou aos aprendizes a interação dos subsunçores com novos
conhecimentos e a construção de novos conhecimentos, o que pode ser notado
através da presença da reconciliação integradora. Nesse sentido, após o uso
das atividades experimentais integradas às computacionais voltadas para o
ensino de Óptica Geométrica, percebeu-se que os estudantes reagiram de forma
positiva apresentando aspectos motivacionais, interesse, engajamento,
ocorrendo, ainda, a interação entre os pares, no caso, aluno- aluno e aluno-
professora. Portanto, conclui-se que o uso dessas atividades como ferramenta
educacional podem contribuir para o desenvolvimento da construção de
conhecimentos voltados para o ensino de Física.
The present dissertation addresses the use of experimental activities integrated to computational activities as resources to evaluate Signs of Meaningful Learning in the teaching of Geometric Optics. Having as a problem situation: How can the realization of a methodological strategy that integrates experimental and computational resources geared to the teaching of Geometric Optics can contribute significantly in student learning? In this context, the headquarters for the realization of this research was a federal institution of teaching of the Municipality of Macapá-AP, in which twenty students participated of the III semester of the superior course of Degree in Physics. Possessing the following specific objectives: To ascertain the previous knowledge of the students of the III semester of the superior course of Degree in Physics on the Geometric Optics; To elaborate and to develop experimental activities integrated to the computational ones using the previous knowledge of the students; Describe the signs of meaningful learning that have emerged in the development of activities; To evaluate the motivational aspects of the students regarding the teaching of Physics; and Recognize what pedagogical implications arose for the teaching of Geometric Optics after realizing this integrative proposal. The research has qualitative nature. To collect data were used: Initial Structured Questionnaire; POE guides; Structured Questionnaire of Perceptions on the use of experimental activities integrated to the computational ones in the teaching of Physics; notes made in the field diary; Photos; video recordings and audio recordings. Data analysis was performed in a descriptive and chronological manner. In this way, the students' previous knowledge was identified through the Initial Structured Questionnaire, for example, knowledge about the principles of light propagation. In the meantime, for the construction of the integrated activities, these subsunctions were taken into account, in which after the production and use of this material, it was concluded that this material proved to be potentially significant, since it provided the learners with the interaction of the subsumers with new knowledge and construction of new knowledge, which can be noticed through the presence of integrative reconciliation. In this sense, after the use of the experimental activities integrated to the computational ones directed to the teaching of Geometric Optics, it was noticed that the students reacted in a positive way presenting motivational aspects, interest, and engagement, also occurring the interaction between the pairs, in the case, student-student and student-teacher. Therefore, it is concluded that the use of these activities as an educational tool can contribute to the development of the construction of knowledge aimed at the teaching of Physics.
The present dissertation addresses the use of experimental activities integrated to computational activities as resources to evaluate Signs of Meaningful Learning in the teaching of Geometric Optics. Having as a problem situation: How can the realization of a methodological strategy that integrates experimental and computational resources geared to the teaching of Geometric Optics can contribute significantly in student learning? In this context, the headquarters for the realization of this research was a federal institution of teaching of the Municipality of Macapá-AP, in which twenty students participated of the III semester of the superior course of Degree in Physics. Possessing the following specific objectives: To ascertain the previous knowledge of the students of the III semester of the superior course of Degree in Physics on the Geometric Optics; To elaborate and to develop experimental activities integrated to the computational ones using the previous knowledge of the students; Describe the signs of meaningful learning that have emerged in the development of activities; To evaluate the motivational aspects of the students regarding the teaching of Physics; and Recognize what pedagogical implications arose for the teaching of Geometric Optics after realizing this integrative proposal. The research has qualitative nature. To collect data were used: Initial Structured Questionnaire; POE guides; Structured Questionnaire of Perceptions on the use of experimental activities integrated to the computational ones in the teaching of Physics; notes made in the field diary; Photos; video recordings and audio recordings. Data analysis was performed in a descriptive and chronological manner. In this way, the students' previous knowledge was identified through the Initial Structured Questionnaire, for example, knowledge about the principles of light propagation. In the meantime, for the construction of the integrated activities, these subsunctions were taken into account, in which after the production and use of this material, it was concluded that this material proved to be potentially significant, since it provided the learners with the interaction of the subsumers with new knowledge and construction of new knowledge, which can be noticed through the presence of integrative reconciliation. In this sense, after the use of the experimental activities integrated to the computational ones directed to the teaching of Geometric Optics, it was noticed that the students reacted in a positive way presenting motivational aspects, interest, and engagement, also occurring the interaction between the pairs, in the case, student-student and student-teacher. Therefore, it is concluded that the use of these activities as an educational tool can contribute to the development of the construction of knowledge aimed at the teaching of Physics.
Descrição
Palavras-chave
Atividades experimentais; Atividades Computacionais; Aprendizagem significativa; Óptica Geométrica; Experimental activities; Computer Activities; Meaningful Learning; Geometric Optics
Citação
ALVES, Nayara França. A integração de atividades experimentais e computacionais o ensino de Óptica Geométrica: uma abordagem sobre a construção dos conhecimentos fundamentada na teoria da aprendizagem significativa. 2018. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 20 dez. 2018. Disponível em: http://hdl.handle.net/10737/2621.