Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23402 |
Resumo: | High School Integrated to Professional Education aims to bring scientific knowledge closer to cultural and social knowledge, and from the working world, allowing the student not only to study basic and professional education at the same time, but also to have a defragmented education. In this context, the teaching of Physics integrated to the technical training area stands out. Based on the delimited theme, we present the research problem: What are the implications of the pedagogical intervention process from the implementation of Potentially Meaningful Teaching Units (PMTU) articulated with a methodology of Experiential Learning Projects (ELP), for the progressive mastery of the conceptual fields of Hydrostatics and Hydrodynamics, in a perspective contextualized to the technical course in Agricultural Science integrated to high school? What are the potentials and limitatios of this methodological proposal to promote curriculum integration, linking the knowledge of Physics with the technical area of Agriculture? In the search for answers to the questions, through a descriptive exploratory research, characterized as a case study, our goal was to investigate, in the process of implementing the instructional material, evidences of significant learning and the operative invariants explicitly mobilized by students in action-situations in the context of the technical Agriculture field, for the progressive mastery of the conceptual fields of Hydrostatics and Hydrodynamics, and the potentialities of this process to foster integration in the context of integrated high school education. We investigated 2nd year students of the technical course in Agriculture integrated to high school, of the IFRS Ibirubá campus. The research is based on the conceptions of integrated high school and on the cognitivist of teaching and learning theories, from Vergnaud's Theory of Conceptual Fields (TCF) and Ausubel's Meaningful Learning (TML). The results analyzed qualitatively, according to the steps of an ausubelian approach, showed that the stages of teaching organized according to the PMTU articulated with the ELP, promoted a gradual understanding of the new concepts from the identified prior conceptions. In the light of TCF we identified, from the ELP, the operative invariants mobilized and explained by the students in action-situations applied to the context of the technical area. Overall, there was evidence of significant learning in relation to the concepts and theorems developed. As a value assertion of this research, we list the possibility of dissemination and adaptation of the produced material for teaching Physics; the discussions and reflections on the teaching-learning processes and; in the perspective of integrated high school, we highlight the potential of the proposal, to promote the integration of physical concepts contextualized with the Agriculture field. |
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2021-12-22T13:15:48Z2021-12-22T13:15:48Z2021-10-07http://repositorio.ufsm.br/handle/1/23402High School Integrated to Professional Education aims to bring scientific knowledge closer to cultural and social knowledge, and from the working world, allowing the student not only to study basic and professional education at the same time, but also to have a defragmented education. In this context, the teaching of Physics integrated to the technical training area stands out. Based on the delimited theme, we present the research problem: What are the implications of the pedagogical intervention process from the implementation of Potentially Meaningful Teaching Units (PMTU) articulated with a methodology of Experiential Learning Projects (ELP), for the progressive mastery of the conceptual fields of Hydrostatics and Hydrodynamics, in a perspective contextualized to the technical course in Agricultural Science integrated to high school? What are the potentials and limitatios of this methodological proposal to promote curriculum integration, linking the knowledge of Physics with the technical area of Agriculture? In the search for answers to the questions, through a descriptive exploratory research, characterized as a case study, our goal was to investigate, in the process of implementing the instructional material, evidences of significant learning and the operative invariants explicitly mobilized by students in action-situations in the context of the technical Agriculture field, for the progressive mastery of the conceptual fields of Hydrostatics and Hydrodynamics, and the potentialities of this process to foster integration in the context of integrated high school education. We investigated 2nd year students of the technical course in Agriculture integrated to high school, of the IFRS Ibirubá campus. The research is based on the conceptions of integrated high school and on the cognitivist of teaching and learning theories, from Vergnaud's Theory of Conceptual Fields (TCF) and Ausubel's Meaningful Learning (TML). The results analyzed qualitatively, according to the steps of an ausubelian approach, showed that the stages of teaching organized according to the PMTU articulated with the ELP, promoted a gradual understanding of the new concepts from the identified prior conceptions. In the light of TCF we identified, from the ELP, the operative invariants mobilized and explained by the students in action-situations applied to the context of the technical area. Overall, there was evidence of significant learning in relation to the concepts and theorems developed. As a value assertion of this research, we list the possibility of dissemination and adaptation of the produced material for teaching Physics; the discussions and reflections on the teaching-learning processes and; in the perspective of integrated high school, we highlight the potential of the proposal, to promote the integration of physical concepts contextualized with the Agriculture field.A modalidade Ensino Médio Integrado a Educação Profissional tem o intuito de aproximar o conhecimento científico dos conhecimentos culturais, sociais e do mundo do trabalho, permitindo ao aluno, não somente cursar a formação básica e a profissional ao mesmo tempo, mas também ter sua educação desfragmentada. Nesse contexto destaca-se o ensino de Física integrado à área de formação técnica. A partir da temática delimitada apresentamos o problema de pesquisa: Quais as implicações do processo de intervenção pedagógica a partir da implementação de Unidades de Ensino Potencialmente Significativas (UEPS) articuladas com uma metodologia de Projetos Experimentais de Aprendizagem (PEA), para o domínio progressivo dos campos conceituais da Hidrostática e da Hidrodinâmica, numa perspectiva contextualizada ao curso técnico em Agropecuária integrado ao ensino médio? Quais as potencialidades e limitações dessa proposta metodológica para fomentar a integração curricular, vinculando os conhecimentos da Física com a área técnica da Agropecuária? Na busca pelas respostas às perguntas, através de uma pesquisa exploratória descritiva, caracterizada como um estudo de caso, nosso objetivo foi investigar, no processo de implementação do material instrucional, evidências de aprendizagem significativa e os invariantes operatórios mobilizados de forma explícita pelos alunos em situação-ação do contexto da área técnica da Agropecuária, para o domínio progressivo dos campos conceituais da Hidrostática e da Hidrodinâmica e as potencialidades desse processo para fomentar a integração no contexto do ensino médio integrado. Foram investigados alunos do 2º ano do curso técnico em Agropecuária integrado ao ensino médio, do campus Ibirubá, do IFRS. A pesquisa apresenta sua fundamentação nas concepções de ensino médio integrado e nas teorias cognitivistas de ensino e aprendizagem, dos Campos Conceituais (TCC) de Vergnaud e da Aprendizagem Significativa (TAS) de Ausubel. Os resultados analisados qualitativamente, de acordo com etapas de uma abordagem ausubeliana, mostraram que as etapas de ensino organizadas de acordo com as UEPS articuladas com os PEA, promoveram uma compreensão gradativa dos novos conceitos a partir das concepções prévias identificadas. À luz da TCC identificamos, a partir dos PEA, os invariantes operatórios mobilizados e explicitados pelos alunos em situação-ação aplicados ao contexto da área técnica. De forma geral, foram evidenciados indícios de aprendizagem significativa em relação aos conceitos e teoremas desenvolvidos. Como asserção de valor dessa pesquisa, elencamos as possibilidade de disseminação e adaptação do material produzido para o ensino de Física; as discussões e reflexões sobre os processos de ensino-aprendizagem e; na perspectiva do ensino médio integrado, destacamos as potencialidades da proposta, para fomentar a integração de conceitos físicos contextualizados com a área da Agropecuária.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCampos conceituaisAprendizagem significativaUnidades de Ensino Potencialmente Significativas (UEPS)Ensino e aprendizagemEnsino de físicaProjetos Experimentais de Aprendizagem (PEA)Conceptual fieldsMeaningful learningPotentially Meaningful Teaching Units (PMTU)Teaching and learningPhysics teachingExperiential learning projectsCNPQ::OUTROS::CIENCIASIntegração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integradoIntegration of PMTU and experimental learning projects in physics teaching in the context of integrated high schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisGarcia, Isabel Kreyhttp://lattes.cnpq.br/3865537547314234Santarosa, Maria Cecília Pereirahttp://lattes.cnpq.br/7310867402763253Spohr, Carla BeatrizNeide, Italo GabrielHeidemann, Leonardo AlbuquerqueCalheiro, Lisiane Barcelloshttp://lattes.cnpq.br/5592817987057887Sestari, Fabiane Beatriz900500000008600600600600600600600600721b7070-8fc9-4ca9-a69c-9e4bc3efed05fbf7ba01-33df-4201-b9fc-92e5150d89b8dbf69103-1ba6-465b-bbca-66ced9a0603cca15c019-96c9-446d-97eb-eb913b511526669c9f1a-29f0-4d50-89a3-1d47d1bf7b20f1249027-0e9b-4593-8817-663b9521525181b486c5-a777-4e7c-a2bb-b6c334c14092reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGQVS_2021_SESTARI_FABIANE.pdfTES_PPGQVS_2021_SESTARI_FABIANE.pdfTese de doutoradoapplication/pdf35042907http://repositorio.ufsm.br/bitstream/1/23402/1/TES_PPGQVS_2021_SESTARI_FABIANE.pdf3994c2d00529006f3744be8c97a8ce19MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado |
dc.title.alternative.eng.fl_str_mv |
Integration of PMTU and experimental learning projects in physics teaching in the context of integrated high school |
title |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado |
spellingShingle |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado Sestari, Fabiane Beatriz Campos conceituais Aprendizagem significativa Unidades de Ensino Potencialmente Significativas (UEPS) Ensino e aprendizagem Ensino de física Projetos Experimentais de Aprendizagem (PEA) Conceptual fields Meaningful learning Potentially Meaningful Teaching Units (PMTU) Teaching and learning Physics teaching Experiential learning projects CNPQ::OUTROS::CIENCIAS |
title_short |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado |
title_full |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado |
title_fullStr |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado |
title_full_unstemmed |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado |
title_sort |
Integração de UEPS e projetos experimentais de aprendizagem no ensino de física no contexto do ensino médio integrado |
author |
Sestari, Fabiane Beatriz |
author_facet |
Sestari, Fabiane Beatriz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Garcia, Isabel Krey |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3865537547314234 |
dc.contributor.advisor-co1.fl_str_mv |
Santarosa, Maria Cecília Pereira |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/7310867402763253 |
dc.contributor.referee1.fl_str_mv |
Spohr, Carla Beatriz |
dc.contributor.referee2.fl_str_mv |
Neide, Italo Gabriel |
dc.contributor.referee3.fl_str_mv |
Heidemann, Leonardo Albuquerque |
dc.contributor.referee4.fl_str_mv |
Calheiro, Lisiane Barcellos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5592817987057887 |
dc.contributor.author.fl_str_mv |
Sestari, Fabiane Beatriz |
contributor_str_mv |
Garcia, Isabel Krey Santarosa, Maria Cecília Pereira Spohr, Carla Beatriz Neide, Italo Gabriel Heidemann, Leonardo Albuquerque Calheiro, Lisiane Barcellos |
dc.subject.por.fl_str_mv |
Campos conceituais Aprendizagem significativa Unidades de Ensino Potencialmente Significativas (UEPS) Ensino e aprendizagem Ensino de física Projetos Experimentais de Aprendizagem (PEA) |
topic |
Campos conceituais Aprendizagem significativa Unidades de Ensino Potencialmente Significativas (UEPS) Ensino e aprendizagem Ensino de física Projetos Experimentais de Aprendizagem (PEA) Conceptual fields Meaningful learning Potentially Meaningful Teaching Units (PMTU) Teaching and learning Physics teaching Experiential learning projects CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Conceptual fields Meaningful learning Potentially Meaningful Teaching Units (PMTU) Teaching and learning Physics teaching Experiential learning projects |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
High School Integrated to Professional Education aims to bring scientific knowledge closer to cultural and social knowledge, and from the working world, allowing the student not only to study basic and professional education at the same time, but also to have a defragmented education. In this context, the teaching of Physics integrated to the technical training area stands out. Based on the delimited theme, we present the research problem: What are the implications of the pedagogical intervention process from the implementation of Potentially Meaningful Teaching Units (PMTU) articulated with a methodology of Experiential Learning Projects (ELP), for the progressive mastery of the conceptual fields of Hydrostatics and Hydrodynamics, in a perspective contextualized to the technical course in Agricultural Science integrated to high school? What are the potentials and limitatios of this methodological proposal to promote curriculum integration, linking the knowledge of Physics with the technical area of Agriculture? In the search for answers to the questions, through a descriptive exploratory research, characterized as a case study, our goal was to investigate, in the process of implementing the instructional material, evidences of significant learning and the operative invariants explicitly mobilized by students in action-situations in the context of the technical Agriculture field, for the progressive mastery of the conceptual fields of Hydrostatics and Hydrodynamics, and the potentialities of this process to foster integration in the context of integrated high school education. We investigated 2nd year students of the technical course in Agriculture integrated to high school, of the IFRS Ibirubá campus. The research is based on the conceptions of integrated high school and on the cognitivist of teaching and learning theories, from Vergnaud's Theory of Conceptual Fields (TCF) and Ausubel's Meaningful Learning (TML). The results analyzed qualitatively, according to the steps of an ausubelian approach, showed that the stages of teaching organized according to the PMTU articulated with the ELP, promoted a gradual understanding of the new concepts from the identified prior conceptions. In the light of TCF we identified, from the ELP, the operative invariants mobilized and explained by the students in action-situations applied to the context of the technical area. Overall, there was evidence of significant learning in relation to the concepts and theorems developed. As a value assertion of this research, we list the possibility of dissemination and adaptation of the produced material for teaching Physics; the discussions and reflections on the teaching-learning processes and; in the perspective of integrated high school, we highlight the potential of the proposal, to promote the integration of physical concepts contextualized with the Agriculture field. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-22T13:15:48Z |
dc.date.available.fl_str_mv |
2021-12-22T13:15:48Z |
dc.date.issued.fl_str_mv |
2021-10-07 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/23402 |
url |
http://repositorio.ufsm.br/handle/1/23402 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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900500000008 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 600 600 600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional Manancial UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Repositório Institucional Manancial UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/23402/1/TES_PPGQVS_2021_SESTARI_FABIANE.pdf http://repositorio.ufsm.br/bitstream/1/23402/2/license_rdf http://repositorio.ufsm.br/bitstream/1/23402/3/license.txt http://repositorio.ufsm.br/bitstream/1/23402/4/TES_PPGQVS_2021_SESTARI_FABIANE.pdf.txt http://repositorio.ufsm.br/bitstream/1/23402/5/TES_PPGQVS_2021_SESTARI_FABIANE.pdf.jpg |
bitstream.checksum.fl_str_mv |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
ouvidoria@ufsm.br |
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1808854727335608320 |