Modelos mentais e o ensino de física
Autor(a) principal: | |
---|---|
Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/4459 |
Resumo: | The demotivation observed in the students concerning Physics led to the searching for a theoretical referential which could guide this pedagogical work. So, one understands the importance of Science teaching that contributes to a full formation of a conscious citizen that knows how to use their scientific knowledge with social responsibility. One looked for understand the difficult presented in the process of teaching and learning of Physics, focusing mainly in its important relation with Mathematics. For this, supported by PCN, it was analyzed the relation existing between the abilities and competences used in Math and Physics teaching. One also considered in the research, the different stages existing in Science learning, from which one understood the necessity of reaching the multidimensional stage in our schools. From this view, and supported by bibliographic references, it was pointed the existence of four main difficulties presented in the learning process of this subject. They are the difficulties inherent to Physics teaching, which started with the exceeding, premature and almost exclusive use of Math. There are also difficulties arising from Math learning that affect the learning of Physics. The difficulties from Portuguese language domain presented by students when reading, writing and interpreting scientific texts, limit the qualitative understanding of the subject and consequently, its conceptual understanding can be impaired. The existence of epistemological barriers, which arise from the different approaches of its own conceptual body also influence negatively the teaching and learning process of Physics. Supported by this perspective, the following question was done: What should one has to learn to teach, so the classes of Science, Physics and its integration with Math can make the knowledge more significant and, so that, multidimensional stage could be reached? The bibliographic analysis led to work in a theoretical basis with The Mental Models from Johnson-Laird . Using this theoretical support, it was elaborated and applied a didactic sequence, which was developed considering the difficulties in learning that were analyzed in this work. It was looked for understanding qualitatively the results obtained with the application of this didactic sequence. This process led to the elaboration of some topics, which were considered to be relevant in the preparation of a pedagogical activity for the teaching and learning process to be really relevant and, thus, contribute with a full citizen formation and a truly significant learning. |
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Rocha, Arquiteclino GonçalvesCampos, Sérgio Diashttp://lattes.cnpq.br/5443100596356812http://lattes.cnpq.br/664694451715735386da82a8-c822-4f82-8244-442e7f983e6c2016-06-02T20:02:55Z2014-10-022016-06-02T20:02:55Z2013-12-16ROCHA, Arquiteclino Gonçalves. Modelos mentais e o ensino de física. 2013. 136 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de São Carlos, São Carlos, 2013.https://repositorio.ufscar.br/handle/ufscar/4459The demotivation observed in the students concerning Physics led to the searching for a theoretical referential which could guide this pedagogical work. So, one understands the importance of Science teaching that contributes to a full formation of a conscious citizen that knows how to use their scientific knowledge with social responsibility. One looked for understand the difficult presented in the process of teaching and learning of Physics, focusing mainly in its important relation with Mathematics. For this, supported by PCN, it was analyzed the relation existing between the abilities and competences used in Math and Physics teaching. One also considered in the research, the different stages existing in Science learning, from which one understood the necessity of reaching the multidimensional stage in our schools. From this view, and supported by bibliographic references, it was pointed the existence of four main difficulties presented in the learning process of this subject. They are the difficulties inherent to Physics teaching, which started with the exceeding, premature and almost exclusive use of Math. There are also difficulties arising from Math learning that affect the learning of Physics. The difficulties from Portuguese language domain presented by students when reading, writing and interpreting scientific texts, limit the qualitative understanding of the subject and consequently, its conceptual understanding can be impaired. The existence of epistemological barriers, which arise from the different approaches of its own conceptual body also influence negatively the teaching and learning process of Physics. Supported by this perspective, the following question was done: What should one has to learn to teach, so the classes of Science, Physics and its integration with Math can make the knowledge more significant and, so that, multidimensional stage could be reached? The bibliographic analysis led to work in a theoretical basis with The Mental Models from Johnson-Laird . Using this theoretical support, it was elaborated and applied a didactic sequence, which was developed considering the difficulties in learning that were analyzed in this work. It was looked for understanding qualitatively the results obtained with the application of this didactic sequence. This process led to the elaboration of some topics, which were considered to be relevant in the preparation of a pedagogical activity for the teaching and learning process to be really relevant and, thus, contribute with a full citizen formation and a truly significant learning.A desmotivação observada nos alunos em relação ao ensino da Física conduziu a busca de um referencial teórico que pudesse orientar este trabalho pedagógico. Entende-se a necessidade e importância de um ensino de ciências que contribua para uma formação plena de um cidadão consciente e que saiba usar o seu conhecimento científico com responsabilidade social. Buscou-se, então, compreender as dificuldades apresentadas no processo de ensino-aprendizagem da disciplina de Física, tendo como foco principal sua importante relação com a Matemática. Para isso, com o amparo dos PCN, foi analisada a relação existente entre as habilidades e competências trabalhadas no ensino da Matemática e da Física. Também considerou-se nessa pesquisa os diferentes estágios existentes na aprendizagem de ciências, a partir dos quais foi possível compreender a necessidade de alcançar nas escolas o estágio multidimensional. Partindo desta ótica, e com base na referência bibliográfica, aponta-se a existência de quatro dificuldades principais presentes no processo ensino aprendizagem dessa disciplina. São dificuldades inerentes ao ensino da Física que se originam no demasiado uso precoce e quase exclusivo da Matemática no ensino. Também há dificuldades provenientes da Matemática, cuja transferência das dificuldades oriundas de sua aprendizagem para a aprendizagem em Física assume o papel principal. As dificuldades provenientes do domínio da Língua Portuguesa, apresentadas pelos alunos ao ler, escrever e interpretar textos científicos, limitam a compreensão qualitativa da matéria e, consequentemente, o entendimento conceitual da disciplina de Física fica comprometido. A existência de barreiras epistemológicas que surgem nas diferentes abordagens feitas no próprio corpo conceitual da Física também influenciam de forma negativa o seu processo ensino-aprendizagem. Apoiando-se nesta perspectiva, questionou-se o seguinte: O que se deve aprender a ensinar para que, de fato, as aulas de ciências exatas, a física e sua integração com a matemática, em particular, tornem o conhecimento mais significativo e o estágio multidimensional possa ser atingido? A análise bibliográfica conduziu a um trabalho tendo por base teórica principal Os Modelos Mentais de Johnson-Laird . Com o auxílio deste suporte teórico, elaborou-se e aplicou-se uma sequência didática que foi desenvolvida, considerando as dificuldades de aprendizagem citadas e analisadas neste trabalho. Buscou-se compreender qualitativamente os resultados obtidos com a aplicação dessa sequência didática. Esse processo conduziu à elaboração de alguns tópicos que se considerou serem de muita relevância na preparação de uma atividade pedagógica para que o processo de ensino-aprendizagem seja realmente relevante e venha contribuir com uma formação cidadã plena e uma aprendizagem realmente significativa.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Ensino de Ciências Exatas - PPGECEUFSCarBRFísica - estudo e ensinoModelos mentaisDificuldades de aprendizagemRelação matemática-físicaEstágio multidimensionalMath and physics relationPhysics learningMental modelsMultidimensional phaseDifficulties on learningCIENCIAS EXATAS E DA TERRAModelos mentais e o ensino de físicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1f40647aa-951f-4973-8146-767bf2a753cfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL6206.pdfapplication/pdf2317505https://repositorio.ufscar.br/bitstream/ufscar/4459/1/6206.pdfcb846c0c5d86493651d0c1474738386eMD51TEXT6206.pdf.txt6206.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/4459/2/6206.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL6206.pdf.jpg6206.pdf.jpgIM Thumbnailimage/jpeg7465https://repositorio.ufscar.br/bitstream/ufscar/4459/3/6206.pdf.jpg06e2d8269143fad313bb7462829f0439MD53ufscar/44592023-09-18 18:31:34.257oai:repositorio.ufscar.br:ufscar/4459Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:34Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Modelos mentais e o ensino de física |
title |
Modelos mentais e o ensino de física |
spellingShingle |
Modelos mentais e o ensino de física Rocha, Arquiteclino Gonçalves Física - estudo e ensino Modelos mentais Dificuldades de aprendizagem Relação matemática-física Estágio multidimensional Math and physics relation Physics learning Mental models Multidimensional phase Difficulties on learning CIENCIAS EXATAS E DA TERRA |
title_short |
Modelos mentais e o ensino de física |
title_full |
Modelos mentais e o ensino de física |
title_fullStr |
Modelos mentais e o ensino de física |
title_full_unstemmed |
Modelos mentais e o ensino de física |
title_sort |
Modelos mentais e o ensino de física |
author |
Rocha, Arquiteclino Gonçalves |
author_facet |
Rocha, Arquiteclino Gonçalves |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/6646944517157353 |
dc.contributor.author.fl_str_mv |
Rocha, Arquiteclino Gonçalves |
dc.contributor.advisor1.fl_str_mv |
Campos, Sérgio Dias |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5443100596356812 |
dc.contributor.authorID.fl_str_mv |
86da82a8-c822-4f82-8244-442e7f983e6c |
contributor_str_mv |
Campos, Sérgio Dias |
dc.subject.por.fl_str_mv |
Física - estudo e ensino Modelos mentais Dificuldades de aprendizagem Relação matemática-física Estágio multidimensional |
topic |
Física - estudo e ensino Modelos mentais Dificuldades de aprendizagem Relação matemática-física Estágio multidimensional Math and physics relation Physics learning Mental models Multidimensional phase Difficulties on learning CIENCIAS EXATAS E DA TERRA |
dc.subject.eng.fl_str_mv |
Math and physics relation Physics learning Mental models Multidimensional phase Difficulties on learning |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA |
description |
The demotivation observed in the students concerning Physics led to the searching for a theoretical referential which could guide this pedagogical work. So, one understands the importance of Science teaching that contributes to a full formation of a conscious citizen that knows how to use their scientific knowledge with social responsibility. One looked for understand the difficult presented in the process of teaching and learning of Physics, focusing mainly in its important relation with Mathematics. For this, supported by PCN, it was analyzed the relation existing between the abilities and competences used in Math and Physics teaching. One also considered in the research, the different stages existing in Science learning, from which one understood the necessity of reaching the multidimensional stage in our schools. From this view, and supported by bibliographic references, it was pointed the existence of four main difficulties presented in the learning process of this subject. They are the difficulties inherent to Physics teaching, which started with the exceeding, premature and almost exclusive use of Math. There are also difficulties arising from Math learning that affect the learning of Physics. The difficulties from Portuguese language domain presented by students when reading, writing and interpreting scientific texts, limit the qualitative understanding of the subject and consequently, its conceptual understanding can be impaired. The existence of epistemological barriers, which arise from the different approaches of its own conceptual body also influence negatively the teaching and learning process of Physics. Supported by this perspective, the following question was done: What should one has to learn to teach, so the classes of Science, Physics and its integration with Math can make the knowledge more significant and, so that, multidimensional stage could be reached? The bibliographic analysis led to work in a theoretical basis with The Mental Models from Johnson-Laird . Using this theoretical support, it was elaborated and applied a didactic sequence, which was developed considering the difficulties in learning that were analyzed in this work. It was looked for understanding qualitatively the results obtained with the application of this didactic sequence. This process led to the elaboration of some topics, which were considered to be relevant in the preparation of a pedagogical activity for the teaching and learning process to be really relevant and, thus, contribute with a full citizen formation and a truly significant learning. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-12-16 |
dc.date.available.fl_str_mv |
2014-10-02 2016-06-02T20:02:55Z |
dc.date.accessioned.fl_str_mv |
2016-06-02T20:02:55Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ROCHA, Arquiteclino Gonçalves. Modelos mentais e o ensino de física. 2013. 136 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de São Carlos, São Carlos, 2013. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/4459 |
identifier_str_mv |
ROCHA, Arquiteclino Gonçalves. Modelos mentais e o ensino de física. 2013. 136 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de São Carlos, São Carlos, 2013. |
url |
https://repositorio.ufscar.br/handle/ufscar/4459 |
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f40647aa-951f-4973-8146-767bf2a753cf |
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openAccess |
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Universidade Federal de São Carlos |
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Programa de Pós-Graduação em Ensino de Ciências Exatas - PPGECE |
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UFSCar |
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