Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/32015 |
Resumo: | The research developed in this dissertation is centered on investigating the structuring and evaluation of a set of Physics Teaching Activities designed for an introductory Physics course in the undergraduate course in Chemical Engineering. These activities are structured based on the assumptions of the active methodology Problem-Based Learning and the perspective of the Cognitive Flexibility Theory, aiming at the development of cognitive flexibility by higher education students. To achieve this, initially, a Systematic Review of the Literature on Problem-Based Learning is carried out, situating the publications that involve its implementation in Physics Teaching and Science Education. Theoretical deepening is also carried out regarding the aforementioned methodology, as well as the Theory of Cognitive Flexibility. For the intended theoretical-methodological integration, a structuring tool called Learning Assistance Questions was developed. Using this tool, a set of Physics Didactic Activities is created that involves content relating to Hooke's law, Energy, Work, Linear Momentum and Collisions, within the scope of Classical Mechanics. To evaluate the research results, three dimensions of analysis are used: the learning objectives, the objectives of the Cognitive Flexibility Theory and the students' perceptions. The conclusions reveal an expansion of conceptual aspects, indicating their flexibility and contextual adaptation; Furthermore, they provide evidence of the achievement of criss-crossing landscape through the recognition and application of different themes in different contexts, elements that point to the development of cognitive flexibility. |
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Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de FísicaProblem-based learning for the development of cognitive flexibility in Physics teachingMetodologias ativasTeoria da flexibilidade cognitivaHipermídiaEnsino superiorScaffoldActive methodologiesCognitive flexibility theoryHypermediaHigher educationCNPQ::CIENCIAS HUMANAS::EDUCACAOThe research developed in this dissertation is centered on investigating the structuring and evaluation of a set of Physics Teaching Activities designed for an introductory Physics course in the undergraduate course in Chemical Engineering. These activities are structured based on the assumptions of the active methodology Problem-Based Learning and the perspective of the Cognitive Flexibility Theory, aiming at the development of cognitive flexibility by higher education students. To achieve this, initially, a Systematic Review of the Literature on Problem-Based Learning is carried out, situating the publications that involve its implementation in Physics Teaching and Science Education. Theoretical deepening is also carried out regarding the aforementioned methodology, as well as the Theory of Cognitive Flexibility. For the intended theoretical-methodological integration, a structuring tool called Learning Assistance Questions was developed. Using this tool, a set of Physics Didactic Activities is created that involves content relating to Hooke's law, Energy, Work, Linear Momentum and Collisions, within the scope of Classical Mechanics. To evaluate the research results, three dimensions of analysis are used: the learning objectives, the objectives of the Cognitive Flexibility Theory and the students' perceptions. The conclusions reveal an expansion of conceptual aspects, indicating their flexibility and contextual adaptation; Furthermore, they provide evidence of the achievement of criss-crossing landscape through the recognition and application of different themes in different contexts, elements that point to the development of cognitive flexibility.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA pesquisa desenvolvida nesta dissertação é centrada na investigação da estruturação e na avaliação de um conjunto de Atividades Didáticas de Física elaboradas para uma disciplina de Física introdutória no curso de graduação em Engenharia Química. Estas atividades são estruturadas com base nos pressupostos da metodologia ativa Problem-Based Learning e na perspectiva da Teoria da Flexibilidade Cognitiva, objetivando o desenvolvimento da flexibilidade cognitiva por estudantes do ensino superior. Para isso, realiza-se, inicialmente, uma Revisão Sistemática da Literatura sobre Problem-Based Learning, situando as publicações que envolvem sua implementação no Ensino de Física e Educação em Ciências. Também é realizado o aprofundamento teórico acerca da referida metodologia, bem como da Teoria da Flexibilidade Cognitiva. Para a integração teórica-metodológica pretendida, desenvolve-se a ferramenta estruturadora chamada de Questões de Assistência à Aprendizagem. Através dessa ferramenta, é elaborado um conjunto de Atividades Didáticas de Física que envolvem os conteúdos referentes à lei de Hooke, Energia, Trabalho, Momento Linear e Colisões, no âmbito da Mecânica Clássica. Para a avaliação de resultados da pesquisa, utiliza-se de três dimensões de análise: os objetivos de aprendizagem, os objetivos da Teoria da Flexibilidade Cognitiva e as percepções dos estudantes. As conclusões revelam uma ampliação dos aspectos conceituais, indicando sua flexibilização e adaptação contextual; além disso, fornecem indícios da efetivação de travessias temáticas através do reconhecimento e aplicação de diferentes temas em diferentes contextos, elementos esses que apontam para o desenvolvimento da flexibilidade cognitiva.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Educação Matemática e Ensino de FísicaCentro de Ciências Naturais e ExatasVidmar, Muryel Pyetrohttp://lattes.cnpq.br/8939243324015902Pastorio, Dioni PauloAraujo, Ives SolanoJosé, Wagner DuarteSilva, Bruno Prates da2024-06-11T14:07:58Z2024-06-11T14:07:58Z2024-03-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/32015porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2024-06-11T14:07:58Zoai:repositorio.ufsm.br:1/32015Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2024-06-11T14:07:58Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física Problem-based learning for the development of cognitive flexibility in Physics teaching |
title |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física |
spellingShingle |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física Silva, Bruno Prates da Metodologias ativas Teoria da flexibilidade cognitiva Hipermídia Ensino superior Scaffold Active methodologies Cognitive flexibility theory Hypermedia Higher education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física |
title_full |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física |
title_fullStr |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física |
title_full_unstemmed |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física |
title_sort |
Problem-based learning para o desenvolvimento da flexibilidade cognitiva no ensino de Física |
author |
Silva, Bruno Prates da |
author_facet |
Silva, Bruno Prates da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Vidmar, Muryel Pyetro http://lattes.cnpq.br/8939243324015902 Pastorio, Dioni Paulo Araujo, Ives Solano José, Wagner Duarte |
dc.contributor.author.fl_str_mv |
Silva, Bruno Prates da |
dc.subject.por.fl_str_mv |
Metodologias ativas Teoria da flexibilidade cognitiva Hipermídia Ensino superior Scaffold Active methodologies Cognitive flexibility theory Hypermedia Higher education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Metodologias ativas Teoria da flexibilidade cognitiva Hipermídia Ensino superior Scaffold Active methodologies Cognitive flexibility theory Hypermedia Higher education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The research developed in this dissertation is centered on investigating the structuring and evaluation of a set of Physics Teaching Activities designed for an introductory Physics course in the undergraduate course in Chemical Engineering. These activities are structured based on the assumptions of the active methodology Problem-Based Learning and the perspective of the Cognitive Flexibility Theory, aiming at the development of cognitive flexibility by higher education students. To achieve this, initially, a Systematic Review of the Literature on Problem-Based Learning is carried out, situating the publications that involve its implementation in Physics Teaching and Science Education. Theoretical deepening is also carried out regarding the aforementioned methodology, as well as the Theory of Cognitive Flexibility. For the intended theoretical-methodological integration, a structuring tool called Learning Assistance Questions was developed. Using this tool, a set of Physics Didactic Activities is created that involves content relating to Hooke's law, Energy, Work, Linear Momentum and Collisions, within the scope of Classical Mechanics. To evaluate the research results, three dimensions of analysis are used: the learning objectives, the objectives of the Cognitive Flexibility Theory and the students' perceptions. The conclusions reveal an expansion of conceptual aspects, indicating their flexibility and contextual adaptation; Furthermore, they provide evidence of the achievement of criss-crossing landscape through the recognition and application of different themes in different contexts, elements that point to the development of cognitive flexibility. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-06-11T14:07:58Z 2024-06-11T14:07:58Z 2024-03-18 |
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.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/32015 |
url |
http://repositorio.ufsm.br/handle/1/32015 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Matemática e Ensino de Física Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Matemática e Ensino de Física Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922023007846400 |