Contribuições das imagens para o ensino de física numa perspectiva da teoria da dupla codificação : desafios, possibilidades e discussões

• Autor(a) principal: Frederico, Fernando Temporini
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4526
• topic: Imagens; Ensino de física; Teoria da dupla codificação; Ciências; Brasil.; Imagery; Dual Coding Theory; Science Teaching; Brazil.; Ciências Exatas e da Terra; Matemática

This study aimed to verify the possibilities and challenges of using images in science of physical and its possible contributions to the teaching and learning processes of wave and optics-related concepts. Therefore, developed a qualitative research, in which data collection occurred during all actions related to the research, consisting of questionnaires, speeches transcribed interviews and documents, involving 27 students of 2nd year of high school to a public school of Paraná State network. With the said subject was developed a teaching sequence during a quarter, addressing curricular content of the discipline of Physics (wave and optical) so, with that, contextualized make teaching such concepts more meaningful. The experience is based on the theoretical guidelines of the study of images, relying on authors like Aumont (1995), Joly (1996), Santaella (2012), Costa (2005), Rossi (2009) and Oliveira et al. (2014).The analysis and discussion of data, was based also on authors that discuss the memory and cognitive functions, such as Fonseca (2013), Lieury (2001), Meyer (2002), Nunes (2014), Coll et al. (2010). In addition, the main theoretical contribution of this study is structured on DCT-Dual Coding theory advocated by Paivio (2014), which presents and discusses the main foundations and aspects able to explain the contributions of images in processes that involve teaching and learning. Identified, so that the action of using images to teach concepts of physics, if configured as a methodological form able to make science teaching more dynamic and differentiated. For such actions, it required the use of technological resources available in the public school of Paraná, such as TV pendrive, datashow, computer, internet, and in particular, digital whiteboard, among others, shaping up as resources essential to the implementation and development of actions inherent in teaching sequence.