INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/978 |
Resumo: | Physics studies natural phenomena is a Science based strongly on experimental processes, in which its hypotheses and theories are confirmed and/or modified by successive verifications, which sometimes modify understanding and add new concepts. Nuclear Physics, in turn, is concerned with unveiling the atomic nucleus, revealing it’s both static and dynamic properties. As static properties are understood those related to the study of electrical load, size and shape, mass, and bonding energy, among others. Dynamic properties refer to the understanding of radioactivity, excited states, nuclear reactions, among others. The advance of Nuclear Physics occurs especially by the different experimental devices, always accompanied by hypotheses, which lead to theories. Thus, what we have in books and scientific articles are theoretical reports of experimental results, which are difficult to reproduce in the classrooms. With this, Nuclear Physics is considered an area that contains its own vocabulary, the well-known ”jargon”, and aggregates concepts from other areas of physics, among which we have Classical and Quantum Mechanics, Relativity, Statistical Mechanics, Electromagnetism and Thermodynamics, and therefore is often taken as an arid terrain to traverse, while a Science that studies the world of order between 1015 and 1018 m. Physics has a characteristic of being recognized for usability, utility in scientific and industrial, medical, agricultural areas, in short, it is found in all areas of knowledge to a lesser or greater degree. And unfortunately, there is today a gap in what is learned in high school on physics and what happens in our daily lives, whether in the form of Technology, or in basic knowledge that can give conditions for the formation of more critical and active citizens in society. To make this approach, of what is learned in the School and the reality of the world around us, the new Common National Curriculum Base from Brazil was proposed, and in its text indicates the presence of various concepts that are studied in Nuclear Physics. On the other hand, due to many undergraduate courses in physics, and in the Baccalaureate, nuclear physics, or some discipline that deals with this theme, there is thus a gap in the training of physics teachers. In this sense, this paper proposes an Introduction Course to The Teaching of Nuclear Physics, for high school teachers, contemplating the didactic transposition, proposed by Chevallard. Moreover, aware that currently time is a variable of strong impact on the lives of high school teachers, an introductory course of Nuclear Physics was proposed on the Google Classroom platform, in the well-known Distance Education system, which is a Virtual Learning Environment. The main objective of this choice is the fact that the teacher has the practicality in choosing his/her schedules and days, to make this advance in his/her education. |
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Oliveira, Gilberto Orengo deScremin, GreiceAdornes, Alcides Gilberto da RosaEllwanger, Anderson LuizBulegon, Ana MarliPretto, ValdirSchäffer, Décio2021-06-16T13:53:19Z2021-03-26Schäffer, Décio. INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD. 2021. 227f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS .http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/978Physics studies natural phenomena is a Science based strongly on experimental processes, in which its hypotheses and theories are confirmed and/or modified by successive verifications, which sometimes modify understanding and add new concepts. Nuclear Physics, in turn, is concerned with unveiling the atomic nucleus, revealing it’s both static and dynamic properties. As static properties are understood those related to the study of electrical load, size and shape, mass, and bonding energy, among others. Dynamic properties refer to the understanding of radioactivity, excited states, nuclear reactions, among others. The advance of Nuclear Physics occurs especially by the different experimental devices, always accompanied by hypotheses, which lead to theories. Thus, what we have in books and scientific articles are theoretical reports of experimental results, which are difficult to reproduce in the classrooms. With this, Nuclear Physics is considered an area that contains its own vocabulary, the well-known ”jargon”, and aggregates concepts from other areas of physics, among which we have Classical and Quantum Mechanics, Relativity, Statistical Mechanics, Electromagnetism and Thermodynamics, and therefore is often taken as an arid terrain to traverse, while a Science that studies the world of order between 1015 and 1018 m. Physics has a characteristic of being recognized for usability, utility in scientific and industrial, medical, agricultural areas, in short, it is found in all areas of knowledge to a lesser or greater degree. And unfortunately, there is today a gap in what is learned in high school on physics and what happens in our daily lives, whether in the form of Technology, or in basic knowledge that can give conditions for the formation of more critical and active citizens in society. To make this approach, of what is learned in the School and the reality of the world around us, the new Common National Curriculum Base from Brazil was proposed, and in its text indicates the presence of various concepts that are studied in Nuclear Physics. On the other hand, due to many undergraduate courses in physics, and in the Baccalaureate, nuclear physics, or some discipline that deals with this theme, there is thus a gap in the training of physics teachers. In this sense, this paper proposes an Introduction Course to The Teaching of Nuclear Physics, for high school teachers, contemplating the didactic transposition, proposed by Chevallard. Moreover, aware that currently time is a variable of strong impact on the lives of high school teachers, an introductory course of Nuclear Physics was proposed on the Google Classroom platform, in the well-known Distance Education system, which is a Virtual Learning Environment. The main objective of this choice is the fact that the teacher has the practicality in choosing his/her schedules and days, to make this advance in his/her education.A Física estuda fenômenos naturais, é uma Ciência baseada fortemente nos processos experimentais, nos quais suas hipóteses e teorias são confirmadas e/ou modificadas por sucessivas verificações, que por vezes modificam o entendimento e acrescentam novos conceitos. A Física Nuclear, por sua vez se ocupa em desvendar o núcleo atômico, revelando as suas propriedades tanto estáticas como dinâmicas. Como propriedades estáticas entende-se aquelas relacionadas ao estudo da carga elétrica, tamanho e forma, massa e energia de ligação, entre outros. As propriedades dinâmicas se referem ao entendimento da radioatividade, estados excitados, reações nucleares, dentre outras. O avanço da Física Nuclear ocorre especialmente pelos diferentes aparatos experimentais, sempre acompanhados por hipóteses, que levam às teorias. Desta forma, o que temos em livros e artigos científicos são relatos teóricos de resultados experimentais, os quais são difíceis de serem reproduzidos nas salas de aula. Com isso, a Física Nuclear é considerada uma área que contém um vocabulário próprio, o conhecido “jargão”, e agrega conceitos das outras áreas da Física, entre as quais temos as Mecânicas Clássica e Quântica, a Relatividade, a Mecânica Estatística, Eletromagnetismo e Termodinâmica, e por isso, muitas vezes é tida como um terreno árido de se percorrer, enquanto uma Ciência que estuda o mundo da ordem entre 1015 e 1018 m. A Física possui uma característica de ser reconhecida pela usabilidade, pela utilidade nas áreas científicas e industriais, médicas, agrícolas, enfim, se encontra em todas as áreas de conhecimento em menor ou maior grau. E, infelizmente existe hoje uma defasagem no que se aprende no Ensino Médio sobre Física e o que ocorre no nosso dia-a-dia, seja ela na forma de Tecnologia, seja no conhecimento básico que possa dar condições para formação de cidadãos mais crítico e ativos na sociedade. Numa tentativa de fazer essa aproximação, do que se aprende na Escola e a realidade do mundo que nos cerca, foi proposta a nova Base Nacional Comum Curricular (BNCC), e no seu texto indica a presença de vários e diferentes conceitos que são estudados na Física Nuclear. Por outro lado, em virtude da maioria dos Cursos de Graduação de Licenciatura em Física, e também no Bacharelado, terem retirado da grade curricular a Física Nuclear, ou alguma disciplina que trate desse tema, evidencia-se assim uma lacuna na formação dos professores de Física. Neste sentido, este trabalho propõe um Curso de Introdução ao Ensino de Física Nuclear, para professores do Ensino Médio, contemplando a transposição didática, proposta por Chavellard. E mais, consciente que atualmente o tempo é uma variável de forte impacto na vida dos professores de Ensino Médio, foi proposto um curso introdutório de Física Nuclear na plataforma Google Sala de aula, no conhecido sistema de Educação a Distância (EAD), que é um Ambiente Virtual de Aprendizagem. O principal objetivo dessa escolha está no fato do professor ter a praticidade na escolha de seus horários e dias, para fazer esse avanço na sua formação.Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2021-06-16T13:53:19Z No. of bitstreams: 2 Tese_DecioSchaffer_TEDE.pdf: 52925704 bytes, checksum: 3bb2c6d0457bfed50ea5efb6c426c0b2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-06-16T13:53:19Z (GMT). No. of bitstreams: 2 Tese_DecioSchaffer_TEDE.pdf: 52925704 bytes, checksum: 3bb2c6d0457bfed50ea5efb6c426c0b2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2021-03-26CAPESapplication/pdfhttp://www.tede.universidadefranciscana.edu.br:8080/retrieve/7841/Tese_DecioSchaffer_TEDE.pdf.jpgporUniversidade FranciscanaPrograma de Pós-Graduação em Ensino de Ciências e MatemáticaUFNBrasilEnsino de Ciências e Matemáticahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de Física. Energia Nuclear. Transposição Didática. Ensino Médio. Atividades Experimentais.Physics teaching. Nuclear energy. Didactic Transposition. High school. 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dc.title.por.fl_str_mv |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD |
title |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD |
spellingShingle |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD Schäffer, Décio Ensino de Física. Energia Nuclear. Transposição Didática. Ensino Médio. Atividades Experimentais. Physics teaching. Nuclear energy. Didactic Transposition. High school. Experimental Activities. Ensino de Ciências e Matemática |
title_short |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD |
title_full |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD |
title_fullStr |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD |
title_full_unstemmed |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD |
title_sort |
INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD |
author |
Schäffer, Décio |
author_facet |
Schäffer, Décio |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Gilberto Orengo de |
dc.contributor.advisor-co1.fl_str_mv |
Scremin, Greice |
dc.contributor.referee1.fl_str_mv |
Adornes, Alcides Gilberto da Rosa |
dc.contributor.referee2.fl_str_mv |
Ellwanger, Anderson Luiz |
dc.contributor.referee3.fl_str_mv |
Bulegon, Ana Marli |
dc.contributor.referee4.fl_str_mv |
Pretto, Valdir |
dc.contributor.author.fl_str_mv |
Schäffer, Décio |
contributor_str_mv |
Oliveira, Gilberto Orengo de Scremin, Greice Adornes, Alcides Gilberto da Rosa Ellwanger, Anderson Luiz Bulegon, Ana Marli Pretto, Valdir |
dc.subject.por.fl_str_mv |
Ensino de Física. Energia Nuclear. Transposição Didática. Ensino Médio. Atividades Experimentais. |
topic |
Ensino de Física. Energia Nuclear. Transposição Didática. Ensino Médio. Atividades Experimentais. Physics teaching. Nuclear energy. Didactic Transposition. High school. Experimental Activities. Ensino de Ciências e Matemática |
dc.subject.eng.fl_str_mv |
Physics teaching. Nuclear energy. Didactic Transposition. High school. Experimental Activities. |
dc.subject.cnpq.fl_str_mv |
Ensino de Ciências e Matemática |
description |
Physics studies natural phenomena is a Science based strongly on experimental processes, in which its hypotheses and theories are confirmed and/or modified by successive verifications, which sometimes modify understanding and add new concepts. Nuclear Physics, in turn, is concerned with unveiling the atomic nucleus, revealing it’s both static and dynamic properties. As static properties are understood those related to the study of electrical load, size and shape, mass, and bonding energy, among others. Dynamic properties refer to the understanding of radioactivity, excited states, nuclear reactions, among others. The advance of Nuclear Physics occurs especially by the different experimental devices, always accompanied by hypotheses, which lead to theories. Thus, what we have in books and scientific articles are theoretical reports of experimental results, which are difficult to reproduce in the classrooms. With this, Nuclear Physics is considered an area that contains its own vocabulary, the well-known ”jargon”, and aggregates concepts from other areas of physics, among which we have Classical and Quantum Mechanics, Relativity, Statistical Mechanics, Electromagnetism and Thermodynamics, and therefore is often taken as an arid terrain to traverse, while a Science that studies the world of order between 1015 and 1018 m. Physics has a characteristic of being recognized for usability, utility in scientific and industrial, medical, agricultural areas, in short, it is found in all areas of knowledge to a lesser or greater degree. And unfortunately, there is today a gap in what is learned in high school on physics and what happens in our daily lives, whether in the form of Technology, or in basic knowledge that can give conditions for the formation of more critical and active citizens in society. To make this approach, of what is learned in the School and the reality of the world around us, the new Common National Curriculum Base from Brazil was proposed, and in its text indicates the presence of various concepts that are studied in Nuclear Physics. On the other hand, due to many undergraduate courses in physics, and in the Baccalaureate, nuclear physics, or some discipline that deals with this theme, there is thus a gap in the training of physics teachers. In this sense, this paper proposes an Introduction Course to The Teaching of Nuclear Physics, for high school teachers, contemplating the didactic transposition, proposed by Chevallard. Moreover, aware that currently time is a variable of strong impact on the lives of high school teachers, an introductory course of Nuclear Physics was proposed on the Google Classroom platform, in the well-known Distance Education system, which is a Virtual Learning Environment. The main objective of this choice is the fact that the teacher has the practicality in choosing his/her schedules and days, to make this advance in his/her education. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-06-16T13:53:19Z |
dc.date.issued.fl_str_mv |
2021-03-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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dc.identifier.citation.fl_str_mv |
Schäffer, Décio. INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD. 2021. 227f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS . |
dc.identifier.uri.fl_str_mv |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/978 |
identifier_str_mv |
Schäffer, Décio. INTRODUÇÃO AO ENSINO DE FÍSICA NUCLEAR PARA PROFESSORES DO ENSINO MÉDIO, EM MODALIDADE EAD. 2021. 227f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS . |
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