https://ri.ufs.br/jspui/handle/riufs/2421 2026-04-08T03:11:42Z 2026-04-08T03:11:42Z Oliveira, Joanderson de Jesus https://ri.ufs.br/jspui/handle/riufs/22880 2025-08-13T22:04:44Z 2025-07-04T00:00:00Z

Título: Alfabetização científica no ensino de ondas estacionárias: uma abordagem investigativa Autor(es): Oliveira, Joanderson de Jesus Abstract: Este estudio propone un abordaje investigativo para la enseñanza de ondas estacionarias, con enfoque en la alfabetización científica, utilizando un aparato experimental, el oscilador mecánico, para simular y explorar fenómenos relacionados a la propagación de ondas mecánicas. El aparato experimental fue construido con materiales accesibles y tiene como objetivo demostrar las características inerciales y elásticas del medio sobre la velocidad de propagación de las ondas, relacionando estos aspectos con conceptos como ondas estacionarias, frecuencia y longitud de onda en la enseñanza de la Física. La aplicación del producto educativo pretende apoyar a los profesores de física con material experimental práctico y articulado con la metodología de aprendizaje investigativo. Durante la intervención didáctica, el experimento sirvió de eslabón central para conectar los conceptos físicos a la práctica, utilizando un guión estructurado y un manual de aplicación. La secuencia didáctica investigativa (SEI) fue aplicada en dos clases de enseñanza media de una escuela pública de la ciudad de Aracaju, Sergipe, con la participación de dos profesores, cada uno responsable por una clase. A lo largo de las cinco lecciones que componen la SEI, los alumnos fueron estimulados a formular hipótesis, participar en discusiones argumentativas e interactuar con el aparato experimental. A través de esta experimentación, los alumnos pudieron identificar y comprobar variables que influyen en el comportamiento de las ondas, como la tracción y la densidad lineal, la longitud del hilo, así como observar las frecuencias de los armónicos. El análisis cualitativo de los datos obtenidos mostró que se cumplían los indicadores de alfabetización científica (AC). Este trabajo demuestra que la enseñanza de la física, cuando se realiza de forma investigativa y práctica, puede promover un aprendizaje más dinámico y atractivo. La metodología aplicada contribuyó significativamente al desarrollo del pensamiento crítico y de la autonomía científica de los estudiantes, mostrando que la ciencia puede ser presentada de forma interactiva, conectando los conceptos teóricos con la realidad práctica vivida por los estudiantes.

2025-07-04T00:00:00Z Curvelo, Elenice Santana https://ri.ufs.br/jspui/handle/riufs/22802 2025-08-01T12:41:41Z 2024-10-25T00:00:00Z

Título: Ensino de tópicos de física moderna usando a temática de irradiação de alimentos Autor(es): Curvelo, Elenice Santana Abstract: This work aimed to develop an Educational Product in the form of a didactic sequence designed for 2nd-year high school classes. The central theme is Food Irradiation, and the active methodology chosen is Peer Instruction (PI), proposed by Mazur, applied with the help of the Plickers app. During the teaching process, students were encouraged to participate in debates related to the topic, with the application of PI at the end of each session. Additionally, an interactive game titled "Which Band?" was used to explore the electromagnetic spectrum, along with a homemade spectrograph built with the students during the lesson, and a model of an X-ray tube to explain how these rays are produced. Teaching Modern Physics topics aims to enrich students' education by promoting the development of valuable skills, such as scientific literacy, interest in science, critical thinking, and preparation for higher education. The choice of the food irradiation theme is justified by its interdisciplinary nature and relevance for understanding concepts and applications in various fields, including physics, chemistry, microbiology, food safety, public health, sustainability, and the environment. Food irradiation, carried out using ionizing radiation, aims to increase the shelf life of products and reduce contamination risks. This safe and efficient alternative proves promising in extending the shelf life of food and minimizing harvest losses. Through this work, it is expected that students will become multipliers of the importance of Modern Physics in our daily lives and acquire the knowledge that ionizing radiation is safe for various purposes, as long as it is used appropriately.

2024-10-25T00:00:00Z Santos Filho, Jailton dos https://ri.ufs.br/jspui/handle/riufs/22799 2025-07-31T14:41:47Z 2025-02-17T00:00:00Z

Título: Confluência teórica-experimental no estudo do magnetismo: uma proposta de ensino por abordagem com base na construção de motores elétricos Autor(es): Santos Filho, Jailton dos Abstract: This dissertation is part of a research project that seeks a teaching strategy based on the shared exposition of ideas, aiming to correlate the conceptual domain and practical activities – grounded on the creation of experiments. The core of this work is reflected in the development of an educational product whose purpose is to boost the teaching of magnetism in high school courses, while also highlighting its implications in modern technology, highlighting its use in the construction of electric motors. That task was based on the writing of a textbook, given the concern to subsidize instructional alternatives that can highlight the student’s position in the validation process and justification of knowledge. We based this research from the liberating and problematizing Freirean education and, when dealing with the application and preparation of material instructional, we used the Vygostskyan conception as a theoretical reference, since the pedagogical counterpart resulting from the use of any teaching methodologies in the school environment must consider the social context experienced by students, enabling ensuring that their view of reality allows them to assimilate technical and scientific definitions necessary to understand the content to which they are being exposed. We got as a result the real perception that it is possible to create a teaching instrument that allows a symbiosis between the experiments and the content covered, as well as developing complementary materials relevant to the development of the application. We observed equally the strength of the strategy used, through the interest and engagement of students in relation to the proposed activities, taking into account the quick and precise form of their interactions with definitions when approached in a mutual interaction between theory and experimental practice.

2025-02-17T00:00:00Z Conceição, Lucas Carvalho da https://ri.ufs.br/jspui/handle/riufs/17996 2023-08-02T22:20:12Z 2022-05-13T00:00:00Z

Título: Abordagem da termodinâmica a partir de temas sociocientíficos: contribuição para o aprimoramento da capacidade argumentativa de estudantes do ensino médio Autor(es): Conceição, Lucas Carvalho da Abstract: In Elementary Education, the addressing of socio-scientific themes assists in promoting the practice of argumentation by students, which in turn affects positively their thorough formation. While socio -scientific themes involve relevant issues of students' daily and future life, argumentative practice promotes the externalization of what was learned by them. The analysis of students' arguments helps us in understanding what is learned by them through the studying of the subjects that make up the curriculum components. Based on these assumptions, this work aims to present an educational product for Physics teachers composed of experimental activities on socio-scientific topics related to the Greenhouse Effect and Global Warming, focusing on teaching thermodynamics. The activities, in a Sequence of Investigative Teaching (SIT), were organized to foster the habit of learning assessment by analyzing the argumentative skills of students of the Elementary Education. The SIT was organized based on the investigative cycle proposed by PEDASTE et al. (2005), which is constituted by the phases of orientation, conceptualization, investigation, conclusion and discussion on the theme of interest. The experimentation of the product was performed in a class of the second year of High School in a public institution, through six lectures. The educational product contributed as a tool for the students' debate about the Greenhouse Effect and Global Warming with thermodynamic concepts. However, in order for students to argue more broadly, it is necessary to foster the insertion of moments of discussion in school activities and more routinely addressing socio-scientific themes, providing opportunities for dialogue in the classroom.

2022-05-13T00:00:00Z