Name: Saulus Yuri Milli Rangel
Type: MSc dissertation
Publication date: 19/12/2019
Advisor:

Namesort descending Role
Giuseppi Gava Camiletti Advisor *

Examining board:

Namesort descending Role
Flavio Gimenes Alvarenga Internal Examiner *
Giuseppi Gava Camiletti Advisor *
Paulo Henrique Dias Menezes External Examiner *

Summary: It is proposed to use the assumptions of the theory of Meaningful Learning (AUSUBEL, 2003,
MOREIRA, 2009, 2011a, 2011b, 2012, 2016) and Motivation (BZUNECK, 2010) to support
the implementation of an Educational Product applied to the teaching of concepts. related to
Energy Efficiency in the context of professional education in Electrotechnics. An Educational
Product of activities for a 40-hour course was developed and applied, with the
implementation of the following practical actions in the classroom: 1 - Mapping of students'
previous conceptions, through tasks of reading texts, and discussing conceptual issues
before the content approach; 2 - Use of different resources, presenting the sequence of
videos "life of republic", with daily situations of students and providing opportunities for
brainstorming, exposition of concepts and reflection on the importance of the concepts of
Energy Efficiency. We also propose to set up experiments with the students and to perform
simulations on the PHET platform on energy and conservation principle; 3 - Consolidation
of contents by conducting conceptual tests according to the method of instruction by
colleagues (IpC), with the support of Plickres application; 4 - Proposition of challenges,
asking students to develop models that simulate the processes of energy transformation and
prepare an oral presentation for the other students of the school; 5 - The written assessment
had a formative and recursive character, WHERE students' errors were shown and the
opportunity was given to redo what they did wrong. 6 - Adequate feedback, being positive
when the student expresses himself correctly and commits to the development of tasks and
being negative or corrective when the student expresses wrong or presents additional
difficulties, showing and indicating the way to overcome these problems. . The design for
evaluation of this work was qualitative, pre-experimental type with the use of pretests,
posttests, teacher notes and students' opinion questionnaire. The results of the analysis of
the pre and post-test grades show that there was an improvement in the performance in the
evaluations, that the students broadened the conceptual domain, with broadening of
scientific vocabulary. The mapping of student opinions presents a large amount of positive
student opinions on the proposal developed throughout the course. The teacher's notes
suggest that the models developed have had a positive impact on the school community,
either by experience sharing the concepts learned, by reflecting on their own learning and
how to externalize it in a presentation, or by the participation of students and teachers. other
classes.

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