Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n3p987 |
Resumo: | This essay is the result of a qualitative research that was developed with students from the second year of high school from a private school of Erechim, Rio Grande do Sul. The research investigates the implications on the use of simulations linked to science activities and experiments creating meaningful learning situations about the topic of thermal energy transfer. Exercises, aiming the development of the students’ critical sense in the face of the experiments, were planned based on the experimental activities and the computational simulations. Analyzed data pointed that: a) the students showed, at the semi structured questionnaire of previous knowledge before pedagogical intervention, the lack of some subsumers related to the concepts of thermal energy transfer, since they could not distinguished heat from temperature; The created and proposed material in this practice turned to be potentially significant, because it contributed to modify, enrich and elaborate the subsumers presented in students’ cognitive structures, providing the verification of phenomena which mostly were observed in daily life, as well as the differentiation among the three forms of thermal energy transfer and their concomitant existence; c) the students, in face of the required proposal, showed to be motivated and predisposed to work with the experimental activities and simulations, doing them with enthusiasm and showing interest, favoring the occurrence of meaningful learning; d) the conceptual maps, elaborated and presented at the end of the proposed activities, evidenced changings in students’ subsumers, as well as they pointed that experimental activities combined with computational simulations can be a tool to help the learning of some concepts of thermal energy transfer. At the end of this research, it was available an educational product to help other teachers with their pedagogical practice. |
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Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High SchoolAtividades experimentais e simulações computacionais: integração para a construção de conceitos de transferência de energia térmica no Ensino MédioThis essay is the result of a qualitative research that was developed with students from the second year of high school from a private school of Erechim, Rio Grande do Sul. The research investigates the implications on the use of simulations linked to science activities and experiments creating meaningful learning situations about the topic of thermal energy transfer. Exercises, aiming the development of the students’ critical sense in the face of the experiments, were planned based on the experimental activities and the computational simulations. Analyzed data pointed that: a) the students showed, at the semi structured questionnaire of previous knowledge before pedagogical intervention, the lack of some subsumers related to the concepts of thermal energy transfer, since they could not distinguished heat from temperature; The created and proposed material in this practice turned to be potentially significant, because it contributed to modify, enrich and elaborate the subsumers presented in students’ cognitive structures, providing the verification of phenomena which mostly were observed in daily life, as well as the differentiation among the three forms of thermal energy transfer and their concomitant existence; c) the students, in face of the required proposal, showed to be motivated and predisposed to work with the experimental activities and simulations, doing them with enthusiasm and showing interest, favoring the occurrence of meaningful learning; d) the conceptual maps, elaborated and presented at the end of the proposed activities, evidenced changings in students’ subsumers, as well as they pointed that experimental activities combined with computational simulations can be a tool to help the learning of some concepts of thermal energy transfer. At the end of this research, it was available an educational product to help other teachers with their pedagogical practice.Este trabalho resulta de uma pesquisa qualitativa que foi desenvolvida com estudantes do 2º ano do Ensino Médio de uma escola particular do município de Erechim, Rio Grande do Sul. A pesquisa buscou investigar as implicações do uso de simulações vinculadas às atividades experimentais na aprendizagem significativa dos estudantes no tópico transferência de energia térmica. Para as atividades experimentais e as simulações computacionais foram planejadas atividades para desenvolver o senso crítico do aluno frente aos experimentos. Os dados analisados apontaram que: a) os estudantes evidenciaram, no questionário semiestruturado dos conhecimentos prévios, antes da intervenção pedagógica, a falta de alguns subsunçores relacionados aos conceitos de propagação da energia térmica, pois não diferenciavam calor e temperatura, o que para muitos significavam sinônimos; b) o material elaborado e proposto nesta prática mostrou ser potencialmente significativo, pois contribuiu para que houvesse modificação, enriquecimento e elaboração de subsunçores presentes nas estruturas cognitivas de alguns alunos, possibilitando a relação entre o conteúdo e fenômenos que muitas vezes são observados no cotidiano, bem como a diferenciação entre as três formas de transferência de energia térmica e, a existência concomitante delas; c) os estudantes, diante da proposta apresentada, estavam motivados e predispostos para trabalhar com as atividades experimentais e as simulações, realizando estas com entusiasmo e demonstrando interesse, favorecendo a ocorrência da aprendizagem significativa; d) a elaboração dos mapas conceituais e sua apresentação (ao término das atividades propostas) evidenciaram alterações nos subsunçores dos estudantes, bem como apontaram que as atividades experimentais vinculadas às simulações computacionais podem ser uma ferramenta para auxiliar na aprendizagem de alguns conceitos de transferência de energia térmica. Ao final da pesquisa, foi disponibilizado um produto educacional para auxiliar outros professores em suas práticas pedagógicas.Imprensa Universitária - UFSC2016-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n3p98710.5007/2175-7941.2016v33n3p987Caderno Brasileiro de Ensino de Física; v. 33 n. 3 (2016); 987-10082175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n3p987/32999Copyright (c) 2016 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessMoro, Fernanda TeresaNeide, Italo GabrielRehfeldt, Márcia Jussara Hepp2018-03-16T13:48:13Zoai:periodicos.ufsc.br:article/41885Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-03-16T13:48:13Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School Atividades experimentais e simulações computacionais: integração para a construção de conceitos de transferência de energia térmica no Ensino Médio |
title |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School |
spellingShingle |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School Moro, Fernanda Teresa |
title_short |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School |
title_full |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School |
title_fullStr |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School |
title_full_unstemmed |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School |
title_sort |
Experimental activities and computational simulations: integration for the construction of concepts of thermal energy transfer in High School |
author |
Moro, Fernanda Teresa |
author_facet |
Moro, Fernanda Teresa Neide, Italo Gabriel Rehfeldt, Márcia Jussara Hepp |
author_role |
author |
author2 |
Neide, Italo Gabriel Rehfeldt, Márcia Jussara Hepp |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Moro, Fernanda Teresa Neide, Italo Gabriel Rehfeldt, Márcia Jussara Hepp |
description |
This essay is the result of a qualitative research that was developed with students from the second year of high school from a private school of Erechim, Rio Grande do Sul. The research investigates the implications on the use of simulations linked to science activities and experiments creating meaningful learning situations about the topic of thermal energy transfer. Exercises, aiming the development of the students’ critical sense in the face of the experiments, were planned based on the experimental activities and the computational simulations. Analyzed data pointed that: a) the students showed, at the semi structured questionnaire of previous knowledge before pedagogical intervention, the lack of some subsumers related to the concepts of thermal energy transfer, since they could not distinguished heat from temperature; The created and proposed material in this practice turned to be potentially significant, because it contributed to modify, enrich and elaborate the subsumers presented in students’ cognitive structures, providing the verification of phenomena which mostly were observed in daily life, as well as the differentiation among the three forms of thermal energy transfer and their concomitant existence; c) the students, in face of the required proposal, showed to be motivated and predisposed to work with the experimental activities and simulations, doing them with enthusiasm and showing interest, favoring the occurrence of meaningful learning; d) the conceptual maps, elaborated and presented at the end of the proposed activities, evidenced changings in students’ subsumers, as well as they pointed that experimental activities combined with computational simulations can be a tool to help the learning of some concepts of thermal energy transfer. At the end of this research, it was available an educational product to help other teachers with their pedagogical practice. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n3p987 10.5007/2175-7941.2016v33n3p987 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n3p987 |
identifier_str_mv |
10.5007/2175-7941.2016v33n3p987 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n3p987/32999 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 33 n. 3 (2016); 987-1008 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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1799940573724934144 |