Name: Nikolai Bassani Santos Neves
Type: MSc dissertation
Publication date: 21/08/2019
Advisor:

Namesort descending Role
Giuseppi Gava Camiletti Advisor *

Examining board:

Namesort descending Role
Giuseppi Gava Camiletti Advisor *
Laércio Ferracioli Internal Examiner *
Marco Antonio Moreira External Examiner *

Summary: Describes the process of assembly, use and evaluation of a didactic sequence on
Electromagnetism (Magnetism and Electromagnetic Induction) that was applied with
classes of students of the 3rd year of High School of the state education network of
Espírito Santo, in Vitória. The sequence is a complementary material for use with
Barreto and Xavier's book "Física: aula por aula, volume 3" (2013), but it is adapted
with material that can be used in conjunction with any other high school textbook that
covers the subject. These are assembly guidelines and experiment guides, multimedia
material available in online shared folder, as well as suggestions for sequencing the
contents to be addressed in the classroom. The content presented by the textbook was
reduced to fit the annual 80-hour class schedule of the Espírito Santo state education
network, but the content, skills and abilities brought by the National Curricular
Parameters (BRASIL, Parâmetros curriculares nacionais) and it’s Guidelines (BRASIL,
PCN+), the Enem (INEP, 2014) and Paebes (PAEBES) curricula, the Basic Curriculum
of State Schools (SEDU, 2009) and the corresponding curricular guidelines (SEDU,
2017). In this work, we used the Meaningful Learning Theory (AUSUBEL, 2003,
MOREIRA, 2009, 2011a, 2011b, 2012, 2016) as a basis for the study, complemented
by Peer Instruction (ARAÚJO, MAZUR, 2013, CROUCH et al. 2003) as a way of
negotiating meanings, and with elements of studies on Motivation compiled by Bzuneck
(2010). The study had a quasi-experimental design, with use of control group and
experimental group with pre and post-tests and opinion questionnaires. The evaluation
of the implementation made use of statistical tests and also qualitative analysis of the
teacher's diary and the opinions of the students, investigated with Content Analysis
(BARDIN, 1977), indicating that there was more progress was made in the test scores
by the students of the experimental groups, between the pre and post-tests, than by the students in the control group. The teacher's records corroborate the elements of the
theories used in the classroom and the students' opinions were of approval of the
sequence, mainly due to the abundance of experiments and the relations established
between the topics studied and daily life. It is concluded that the most pronounced advance in the scores of the experimental group seems to result from the use of the
chosen theoretical body, and that nevertheless it is desirable to make a study with a
larger universe of students, teachers and schools, in order to reduce the relevance of
factors out of our control. Finally, the work of the professional master's degree course
is particularly transformative for master's professors, since it contributes to the
formation of their researcher side while simultaneously improving their professional
practice

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