Name: Edson Elias de Souza
Type: MSc dissertation
Publication date: 11/11/2019
Advisor:

Namesort descending Role
Joao Paulo Casaro Erthal Advisor *

Examining board:

Namesort descending Role
Fernando José Lira Leal External Examiner *
Flavio Gimenes Alvarenga Internal Examiner *
Joao Paulo Casaro Erthal Advisor *

Summary: The present work exposes an investigation that searchs to analyze the contributions for Nuclear Physics teaching in high school, from the utilization of a methodological approach supported on the premises of meaningful learning (ML) developed by the psychiatrist David Paul Ausubel (1918 - 2008) and the active teaching methodologies: Flipped Classroom, Just-in-time Teaching (JiTT), Peer Instruction (PI). For the development of Didactic Sequence (DS) approaching nuclear forces concepts, we use a Potentially Meaningful Teaching Unit (PMTU).
The didactic sequence was applied to third grade high school students and sought as a goal to validate a PMTU about Quantum Physics (QP) and for this within several theoretical references, what most met the expectations of the professor/researcher was that of Ausubel, because it valorizes the existing knowledge in the students' cognitive structure, and believes that knowledge is stored in the human brain in a highly organized way, forming a hierarchy conceptual and with this, the concepts will connect (and assimilate) to more general and more inclusive concepts. To this process in the structure, Ausubel called anchorage.
In search for a meaningful learning, we perceive the need to innovate because the traditional classroom focused on mechanical learning (practically the student keep in mind the subject) it for a short time, increasingly leaves the student with no interest in classes, and with DS occurred a greater students involvement in the classes. Because our starting point was the prior knowledge of each student. Assuming that prior knowledge is the variable that most influences meaningful learning (Ausubel), it will be conceived that the use of active methodologies served as a tool to enhance PMTU.
The active methodologies mainly the Flipped Classroom consists of transposing the what is traditionally done in the classroom to home, the JiTT is to prepare tailor-made tasks / activities to take away the doubts put forward by the students and the PI consists of the formation of students groups to promote the discussions of the questions presented by the teacher, having the teacher the role of mediator of the whole process, configuring the student as protagonist of the whole teaching-learning process.
The DS was applied in seven classes, initially a motivational work was done in an attempt to awaken in students the need to acquire knowledge and later with the
application of a pre-examination, we verified what previous knowledge the students had at that time. At the end of the class each student received a potentially significant material serving as subsumer for anchoring new knowledge on the discussed topic and an evaluative activity to be done at home.
At the beginning of the second class we formed groups of five students, we applied the PI, using as a reference for assembling the PI questions presented before the class. In the third and fourth classes we repeated the same procedure adding the use of of samples and simulators. In the fifth and sixth classes, the students presented seminars on the subjects studied. At the end of each class, the students received an evaluation task and a potentially significant material and in the last class, we applied a test and an Opinion questionnaire.
As we analyze the responses of the Opinion Questionnaire and data collection we found a wide acceptance by the students with the applied DS, resulting in more critic students with autonomy to study by themselves at home.
As an instrument of data collection, we use logbook, evaluative tasks, seminars and tests. With the analysis of the research data, we verified that the student obtained assertion of knowledge, leading to a progressive differentiation and consequently to an integrative reconciliation. Consolidating the importance of meaningful learning.

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