A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/16969 |
Resumo: | In higher education, as in basic education, Mathematics is separated from Physics in disciplines, because it is not usually thought of an integrative approach when structuring a curriculum. This fragmentation in the initial formation of physics teachers may lead to the idea that the role of mathematics is solely to subsidize learning in the conceptual field of physics, not evidencing the possible and important articulations in the search for meaningful learning. In this way, the present dissertation investigated the teaching and learning process of Calculus I and proposed reflections to guide the elaboration of a Potentially Significant Teaching Unit of "Derivative" from a more comprehensive - or integrated approach in the context of initial formation of physics teachers. Therefore, a study based on ethnomethodology is proposed, a set of methods that describes, interprets and builds the social world, developed with students and professors of the UFSM Physics course. In this sense, participant observation, records analysis and semi-structured interviews were carried out. It was observed that the classes resemble traditional aspects of teaching, poor performance in solving evaluative questions, difficulties in comprehension, graphic representation, use of textbooks and formal appraisals of learning. The importance of this research is to investigate and recognize existing difficulties, so that it is possible to propose improvements in the teaching and learning process in courses in the area of Sciences. |
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2019-06-12T17:28:12Z2019-06-12T17:28:12Z2019-02-25http://repositorio.ufsm.br/handle/1/16969In higher education, as in basic education, Mathematics is separated from Physics in disciplines, because it is not usually thought of an integrative approach when structuring a curriculum. This fragmentation in the initial formation of physics teachers may lead to the idea that the role of mathematics is solely to subsidize learning in the conceptual field of physics, not evidencing the possible and important articulations in the search for meaningful learning. In this way, the present dissertation investigated the teaching and learning process of Calculus I and proposed reflections to guide the elaboration of a Potentially Significant Teaching Unit of "Derivative" from a more comprehensive - or integrated approach in the context of initial formation of physics teachers. Therefore, a study based on ethnomethodology is proposed, a set of methods that describes, interprets and builds the social world, developed with students and professors of the UFSM Physics course. In this sense, participant observation, records analysis and semi-structured interviews were carried out. It was observed that the classes resemble traditional aspects of teaching, poor performance in solving evaluative questions, difficulties in comprehension, graphic representation, use of textbooks and formal appraisals of learning. The importance of this research is to investigate and recognize existing difficulties, so that it is possible to propose improvements in the teaching and learning process in courses in the area of Sciences.No ensino superior, assim como no ensino básico, a Matemática é separada da Física em disciplinas, pois não se costuma pensar em uma abordagem integradora ao se estruturar um currículo. Esta fragmentação na formação inicial de professores de Física pode reforçar a ideia que o papel da Matemática é unicamente subsidiar aprendizagens no campo conceitual da Física, não evidenciando as articulações possíveis e importantes na busca de aprendizagens significativas. Desta forma, a presente dissertação investigou o processo de ensino e aprendizagem de Cálculo I e propôs reflexões para guiar a elaboração de uma Unidade de Ensino Potencialmente Significativa de “Derivada” a partir de uma abordagem mais abrangente – ou integrada, no contexto de formação inicial de professores de Física. Para tanto, realizou-se um estudo fundamentando na etnometodologia, um conjunto de métodos que descreve, interpreta e constrói o mundo social, desenvolvida com alunos e professores do curso de Física da UFSM. Neste sentido, foi realizada observação participante, análise de registros e entrevistas semiestruturadas. Observou-se que as aulas assemelham-se a aspectos tradicionais de ensino, o baixo desempenho na resolução de questões avaliativas, dificuldades de compreensão, de representação gráfica, o uso do livro didático e avaliações formais de aprendizagem. A importância desta pesquisa versa sobre investigar e reconhecer dificuldades existentes, para que seja possível propor melhorias no processo de ensino e aprendizagem em cursos da área de Ciências.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCálculoFísicaEnsino e aprendizagemUnidade de ensino potencialmente significativaEtnometodologiaCalculationPhysicsTeaching and learningPotentially significant teaching unitEthnomethodologyCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAA dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSMA dynamics of the process of teaching and learning of calculation I: an investigation in the physics course of UFSMinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSantarosa, Maria Cecília Pereirahttp://lattes.cnpq.br/7310867402763253Garcia, Isabel Kreyhttp://lattes.cnpq.br/3865537547314234Neide, Italo Gabrielhttp://lattes.cnpq.br/2243834010086351http://lattes.cnpq.br/2734301997593112Rocha, Cecília Elenir dos Santos200800000002600ad92d21b-ddc2-46fd-aa7c-2a01b2002e0e48f6e084-a3ce-4c26-a038-14320f770637ac9f9097-9dfc-4899-8c65-4242215c1003669c9f1a-29f0-4d50-89a3-1d47d1bf7b20reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM |
dc.title.alternative.eng.fl_str_mv |
A dynamics of the process of teaching and learning of calculation I: an investigation in the physics course of UFSM |
title |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM |
spellingShingle |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM Rocha, Cecília Elenir dos Santos Cálculo Física Ensino e aprendizagem Unidade de ensino potencialmente significativa Etnometodologia Calculation Physics Teaching and learning Potentially significant teaching unit Ethnomethodology CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM |
title_full |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM |
title_fullStr |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM |
title_full_unstemmed |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM |
title_sort |
A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM |
author |
Rocha, Cecília Elenir dos Santos |
author_facet |
Rocha, Cecília Elenir dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santarosa, Maria Cecília Pereira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7310867402763253 |
dc.contributor.referee1.fl_str_mv |
Garcia, Isabel Krey |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3865537547314234 |
dc.contributor.referee2.fl_str_mv |
Neide, Italo Gabriel |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2243834010086351 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2734301997593112 |
dc.contributor.author.fl_str_mv |
Rocha, Cecília Elenir dos Santos |
contributor_str_mv |
Santarosa, Maria Cecília Pereira Garcia, Isabel Krey Neide, Italo Gabriel |
dc.subject.por.fl_str_mv |
Cálculo Física Ensino e aprendizagem Unidade de ensino potencialmente significativa Etnometodologia |
topic |
Cálculo Física Ensino e aprendizagem Unidade de ensino potencialmente significativa Etnometodologia Calculation Physics Teaching and learning Potentially significant teaching unit Ethnomethodology CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Calculation Physics Teaching and learning Potentially significant teaching unit Ethnomethodology |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
In higher education, as in basic education, Mathematics is separated from Physics in disciplines, because it is not usually thought of an integrative approach when structuring a curriculum. This fragmentation in the initial formation of physics teachers may lead to the idea that the role of mathematics is solely to subsidize learning in the conceptual field of physics, not evidencing the possible and important articulations in the search for meaningful learning. In this way, the present dissertation investigated the teaching and learning process of Calculus I and proposed reflections to guide the elaboration of a Potentially Significant Teaching Unit of "Derivative" from a more comprehensive - or integrated approach in the context of initial formation of physics teachers. Therefore, a study based on ethnomethodology is proposed, a set of methods that describes, interprets and builds the social world, developed with students and professors of the UFSM Physics course. In this sense, participant observation, records analysis and semi-structured interviews were carried out. It was observed that the classes resemble traditional aspects of teaching, poor performance in solving evaluative questions, difficulties in comprehension, graphic representation, use of textbooks and formal appraisals of learning. The importance of this research is to investigate and recognize existing difficulties, so that it is possible to propose improvements in the teaching and learning process in courses in the area of Sciences. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-06-12T17:28:12Z |
dc.date.available.fl_str_mv |
2019-06-12T17:28:12Z |
dc.date.issued.fl_str_mv |
2019-02-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/16969 |
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http://repositorio.ufsm.br/handle/1/16969 |
dc.language.iso.fl_str_mv |
por |
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por |
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200800000002 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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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 |
Bioquímica |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
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