Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/4790 |
Resumo: | The integration of Information Communication Technology in schools is a process that has already started, and that tend to change sooner or later, the profile of the teaching-learning process. The animation software can become an alternative to streamline the process of teaching and learning of physics, making it more meaningful for the student. Therefore, this study aimed to examine the concepts of physics teachers in high school about the software of animation as a pedagogical tool in the classroom and provide opportunities for learning. For this, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. Then, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. For this purpose, as a theoretical contribution to the meaningful learning theory of David Ausubel. For the development of the research we used a qualitative methodology using a semi-structured interview. Accordingly, from the theoretical framework and concepts of the teachers can see that one of the main characteristics of software as a tool for teaching animation classes in experimental physics is how it can facilitate the process of teaching learning and the student must construct the their knowledge of the theoretical and experimental, between the static and dynamic. We also show that the conceptions of teachers could validate the set of criteria defined in the theoretical framework that are predominant in the learning process with this type of tool, which are the basis used in the construction of educational software and the technical aspects. |
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Ribeiro, Tiago Neryhttp://lattes.cnpq.br/6081464792679788Araujo, Maria Inêz Oliveira2017-09-26T17:49:29Z2017-09-26T17:49:29Z2009-08-21RIBEIRO, Tiago Nery. Animations and interactive teaching tool in class experimental physics: the design of teachers. 2009. 133 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2009.https://ri.ufs.br/handle/riufs/4790The integration of Information Communication Technology in schools is a process that has already started, and that tend to change sooner or later, the profile of the teaching-learning process. The animation software can become an alternative to streamline the process of teaching and learning of physics, making it more meaningful for the student. Therefore, this study aimed to examine the concepts of physics teachers in high school about the software of animation as a pedagogical tool in the classroom and provide opportunities for learning. For this, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. Then, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. For this purpose, as a theoretical contribution to the meaningful learning theory of David Ausubel. For the development of the research we used a qualitative methodology using a semi-structured interview. Accordingly, from the theoretical framework and concepts of the teachers can see that one of the main characteristics of software as a tool for teaching animation classes in experimental physics is how it can facilitate the process of teaching learning and the student must construct the their knowledge of the theoretical and experimental, between the static and dynamic. We also show that the conceptions of teachers could validate the set of criteria defined in the theoretical framework that are predominant in the learning process with this type of tool, which are the basis used in the construction of educational software and the technical aspects.A inserção das Tecnologias da Informação e Comunicação nas escolas é um processo que já foi iniciado, e que, tenderá a modificar, mais cedo ou mais tarde, o perfil do processo de ensino-aprendizagem. Os softwares de animação podem se tornar uma alternativa para dinamizar o processo de ensino-aprendizagem de Física, tornandoo mais significativo para o aluno. Por isso, este trabalho teve como objetivo analisar as concepções dos professores de Física do ensino médio sobre o software de animação como instrumento pedagógico nas aulas e as possibilidades de proporcionar a aprendizagem. Para isso, estabelecemos um quadro teórico sobre os critérios de avaliação e definição de software de animação como instrumento pedagógico; conhecemos as dificuldades que os professores de Física encontram no processo de ensino-aprendizagem; caracterizamos o software Transformações Termodinâmicas para análise prévia dos professores e analisamos as concepções dos mesmos sobre o software de animação. Para tanto, utilizamos como aporte teórico a teoria da aprendizagem significativa de David Ausubel. Para o desenvolvimento da pesquisa, foi utilizada uma metodologia qualitativa através de uma entrevista semiestruturada. Nesse sentido, a partir do quadro teórico e das concepções dos professores, podemos vislumbrar que uma das principais características de um software de animação, como ferramenta pedagógica nas aulas experimentais de Física, é como ele pode favorecer o processo de ensino aprendizagem, como o aluno deve construir o seu conhecimento entre o teórico e o experimental, entre o estático e o dinâmico. Podemos também evidenciar, que as concepções dos professores puderam validar o conjunto de critérios definidos no quadro teórico que são preponderantes no processo de aprendizagem com esse tipo de ferramenta, que são: a base pedagógica utilizada na construção do software e os aspectos técnicos.application/pdfporUniversidade Federal de SergipePós-Graduação em EducaçãoUFSBREnsino de físicaTecnologia da informação e comunicação (TIC)Softwares de animaçãoTeaching of physicsInformation and communication technology (ICT)Software for animationCNPQ::CIENCIAS HUMANAS::EDUCACAOAnimações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professoresAnimations and interactive teaching tool in class experimental physics: the design of teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALTIAGO_NERY_RIBEIRO.pdfapplication/pdf1595394https://ri.ufs.br/jspui/bitstream/riufs/4790/1/TIAGO_NERY_RIBEIRO.pdf7412aaa8edc8330c88a87eafd14f7c4eMD51TEXTTIAGO_NERY_RIBEIRO.pdf.txtTIAGO_NERY_RIBEIRO.pdf.txtExtracted texttext/plain242368https://ri.ufs.br/jspui/bitstream/riufs/4790/2/TIAGO_NERY_RIBEIRO.pdf.txte4fc477efcf50bd379c1fbcc47d00ffeMD52THUMBNAILTIAGO_NERY_RIBEIRO.pdf.jpgTIAGO_NERY_RIBEIRO.pdf.jpgGenerated Thumbnailimage/jpeg1294https://ri.ufs.br/jspui/bitstream/riufs/4790/3/TIAGO_NERY_RIBEIRO.pdf.jpg7b8e1736cc7981c98e5a670cd992d7f9MD53riufs/47902017-11-24 18:49:33.371oai:ufs.br:riufs/4790Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-24T21:49:33Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores |
dc.title.alternative.eng.fl_str_mv |
Animations and interactive teaching tool in class experimental physics: the design of teachers |
title |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores |
spellingShingle |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores Ribeiro, Tiago Nery Ensino de física Tecnologia da informação e comunicação (TIC) Softwares de animação Teaching of physics Information and communication technology (ICT) Software for animation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores |
title_full |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores |
title_fullStr |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores |
title_full_unstemmed |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores |
title_sort |
Animações interativas como instrumento pedagógico nas aulas experimentais de física : a concepção dos professores |
author |
Ribeiro, Tiago Nery |
author_facet |
Ribeiro, Tiago Nery |
author_role |
author |
dc.contributor.author.fl_str_mv |
Ribeiro, Tiago Nery |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6081464792679788 |
dc.contributor.advisor1.fl_str_mv |
Araujo, Maria Inêz Oliveira |
contributor_str_mv |
Araujo, Maria Inêz Oliveira |
dc.subject.por.fl_str_mv |
Ensino de física Tecnologia da informação e comunicação (TIC) Softwares de animação |
topic |
Ensino de física Tecnologia da informação e comunicação (TIC) Softwares de animação Teaching of physics Information and communication technology (ICT) Software for animation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching of physics Information and communication technology (ICT) Software for animation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The integration of Information Communication Technology in schools is a process that has already started, and that tend to change sooner or later, the profile of the teaching-learning process. The animation software can become an alternative to streamline the process of teaching and learning of physics, making it more meaningful for the student. Therefore, this study aimed to examine the concepts of physics teachers in high school about the software of animation as a pedagogical tool in the classroom and provide opportunities for learning. For this, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. Then, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. For this purpose, as a theoretical contribution to the meaningful learning theory of David Ausubel. For the development of the research we used a qualitative methodology using a semi-structured interview. Accordingly, from the theoretical framework and concepts of the teachers can see that one of the main characteristics of software as a tool for teaching animation classes in experimental physics is how it can facilitate the process of teaching learning and the student must construct the their knowledge of the theoretical and experimental, between the static and dynamic. We also show that the conceptions of teachers could validate the set of criteria defined in the theoretical framework that are predominant in the learning process with this type of tool, which are the basis used in the construction of educational software and the technical aspects. |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-08-21 |
dc.date.accessioned.fl_str_mv |
2017-09-26T17:49:29Z |
dc.date.available.fl_str_mv |
2017-09-26T17:49:29Z |
dc.type.status.fl_str_mv |
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 |
RIBEIRO, Tiago Nery. Animations and interactive teaching tool in class experimental physics: the design of teachers. 2009. 133 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2009. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/4790 |
identifier_str_mv |
RIBEIRO, Tiago Nery. Animations and interactive teaching tool in class experimental physics: the design of teachers. 2009. 133 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2009. |
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https://ri.ufs.br/handle/riufs/4790 |
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Universidade Federal de Sergipe |
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UFS |
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