Name: Luciana Vianna Gomes Alvarenga
Type: MSc dissertation
Publication date: 16/08/2019
Advisor:

Namesort descending Role
Flavio Gimenes Alvarenga Co-advisor *
Rodrigo Dias Pereira Advisor *

Examining board:

Namesort descending Role
Geide Rosa Coelho Internal Examiner *
Jardel da Costa Brozeguini External Examiner *
Rodrigo Dias Pereira Advisor *

Summary: This work is a qualitative research-action, through which a teaching proposal about the
concepts of thermodynamics, specifically those related to heat transfer processes, was
investigated. It was based on David Ausubel's Theory of Significant Learning (AS),
which states that there is only teaching when there is learning and it must be
meaningful. Throughout the research, prioritized approaches that established
relationships between the concepts taught and the students' daily lives. For the
methodological development, different instructional materials were used as
computational simulator, texts, experiments, didactic game, low cost solar heater and
video production, whose objective was the occurrence of the significant learning of a
2nd grade high school class of a state public school. The research was developed in
four stages that became intertwined and converged to promote meaningful learning. In
the pre-tests, the first stage of the research, data collection was carried out regarding
previous knowledge. In the next step, the instructional materials were applied. In the
sequence, the motivating activities were implemented, whose idea was to verify if
proposals with these characteristics could promote contributions in the appropriation
of knowledge and in the interaction among the students. In the fourth stage the posttests were applied, for data collection and verification of learning, also providing
material for the analysis and the conclusion of the research. For the analysis of pre
and post test data with objective questions, the method known as Afla de Cronbach
was used and a statistical consistency of the results was verified. For the analysis of
other instructional materials, an essentially qualitative perspective was considered. As
a general result, it can be affirmed that the material used was potentially significant,
contributing to the correct evolution of these concepts, as well as allowing students the
ability to establish relationships between the content studied and the phenomena
observed in their daily life , as well as identifying and differentiating the three forms of
energy transfer.

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