Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica

Detalhes bibliográficos
Autor(a) principal: ANDRÉ, Wolney Cosme Silva
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9439
Resumo: The most recent investigations, in the area of Science Teaching, point out that the teaching of Physics has been characterized by the transmission of information and the memorization of formulas, statements and laws. Seeking to alleviate this situation, research has been diagnosing the contributions of identifying prior knowledge to the teaching and learning process. Among the teaching methodologies that propose to teach a certain concept based on what the student already knows, Potentially Meaningful Units (PMTU) stand out. The PMTU are teaching sequences based mainly on the theory of meaningful learning and the theory of critical meaningful learning, so this methodology aims to provide a favorable environment for the attribution of meaning and criticality. On the other hand, we have the concept of Timbre, which presents some obstacles to its teaching process, such as the abstract nature of the concept and the need to use models to understand the phenomena. Therefore, this research sought to answer how does the construction of the concept of sound timbre occur, based on the implementation of a Potentially Meaningful Teaching Unit (PMTU) with third year high school students? In order to answer this question, this research proposed to analyze the construction of the concept of sound timbre from the implementation of a PMTU, with third year high school students. For this. a PMTU was elaborated with nine stages named as: (I) choice of concepts, (II) classroom setting of concept maps, (III) initial situation for the collection of prior knowledge, (1V) first problem-situation, (V) progressive differentiation process, (VI) second problem-situation, (VII) integrative reconciliation process, (VIII) individual summative assessment and (IX) integrative class. In total, 30 students from the third grade of high school in a state school in the Metropolitan Region of Recife participated in the research. As research instruments, the document collection technique and the application of an open questionnaire were used. For data analysis, content analysis and an adaptation of structural analysis, conceptual analysis and analysis of the propositional network were used in view of the focal question of the conceptual maps. Through the results it was possible to identify the lack of subsumers related to the timbre concept. In addition, it was possible to verify the absence and presence of progressive differentiation processes in the collaborative conceptual maps, as well as evidence of significant learning, in addition to evidence of significant critical learning from the contributions and limitations of the application of the PMTU. Finally, we have that the research made it possible to identify how the construction of the concept of timbre occurs through the application of a PMTU, as well as the evidence of significant and critical learning by the students.
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spelling SILVA, Ivoneide Mendes daFERREIRA, Helaine SiviniRODRIGUES, Kátia Calligarishttp://lattes.cnpq.br/0000685930594777ANDRÉ, Wolney Cosme Silva2023-10-30T21:40:52Z2023-07-04ANDRÉ, Wolney Cosme Silva. Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica. 2023. 291 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9439The most recent investigations, in the area of Science Teaching, point out that the teaching of Physics has been characterized by the transmission of information and the memorization of formulas, statements and laws. Seeking to alleviate this situation, research has been diagnosing the contributions of identifying prior knowledge to the teaching and learning process. Among the teaching methodologies that propose to teach a certain concept based on what the student already knows, Potentially Meaningful Units (PMTU) stand out. The PMTU are teaching sequences based mainly on the theory of meaningful learning and the theory of critical meaningful learning, so this methodology aims to provide a favorable environment for the attribution of meaning and criticality. On the other hand, we have the concept of Timbre, which presents some obstacles to its teaching process, such as the abstract nature of the concept and the need to use models to understand the phenomena. Therefore, this research sought to answer how does the construction of the concept of sound timbre occur, based on the implementation of a Potentially Meaningful Teaching Unit (PMTU) with third year high school students? In order to answer this question, this research proposed to analyze the construction of the concept of sound timbre from the implementation of a PMTU, with third year high school students. For this. a PMTU was elaborated with nine stages named as: (I) choice of concepts, (II) classroom setting of concept maps, (III) initial situation for the collection of prior knowledge, (1V) first problem-situation, (V) progressive differentiation process, (VI) second problem-situation, (VII) integrative reconciliation process, (VIII) individual summative assessment and (IX) integrative class. In total, 30 students from the third grade of high school in a state school in the Metropolitan Region of Recife participated in the research. As research instruments, the document collection technique and the application of an open questionnaire were used. For data analysis, content analysis and an adaptation of structural analysis, conceptual analysis and analysis of the propositional network were used in view of the focal question of the conceptual maps. Through the results it was possible to identify the lack of subsumers related to the timbre concept. In addition, it was possible to verify the absence and presence of progressive differentiation processes in the collaborative conceptual maps, as well as evidence of significant learning, in addition to evidence of significant critical learning from the contributions and limitations of the application of the PMTU. Finally, we have that the research made it possible to identify how the construction of the concept of timbre occurs through the application of a PMTU, as well as the evidence of significant and critical learning by the students.As investigações mais recentes, na área de Ensino das Ciências, apontam que o ensino de Física vem sendo caracterizado pela transmissão de informações e na memorização de fórmulas, enunciados e leis. Buscando amenizar esta situação, pesquisas vêm diagnosticando as contribuições da identificação dos conhecimentos prévios para o processo de ensino e aprendizagem. Entre as metodologias de ensino que se propõe ensinar determinado conceito a partir do que o estudante já sabe, destaca-se as Unidades de Ensino Potencialmente Significativas (UEPS). As UEPS são sequências de ensino fundamentadas, principalmente, na teoria da aprendizagem significativa e na teoria da aprendizagem significativa crítica, dessa forma essa metodologia visa proporcionar um ambiente favorável para a atribuição de significado e criticidade. Por outro lado, temos o conceito de Timbre que apresenta alguns obstáculos para seu processo de ensino, como a natureza abstrata do conceito e a necessidade da utilização de modelos para compreensão dos fenômenos. Sendo assim, esta pesquisa buscou responder como ocorre a construção do conceito de timbre do som, a partir da implementação de uma Unidade de Ensino Potencialmente Significativa (UEPS) com estudantes do terceiro ano do Ensino Médio. De modo a responder essa pergunta, essa pesquisa propôs analisar a construção do conceito de timbre do som a partir da implementação de uma UEPS, com estudantes do terceiro ano do ensino médio. Para isso, foi elaborada uma UEPS com nove etapas nomeadas como: (I) escolha dos conceitos, (II) aula de ambientação dos mapas conceituais, (III) situação inicial para a coleta dos conhecimentos prévios, (IV) primeira situação-problema, (V) processo da diferenciação progressiva, (VI) segunda situação-problema, (VII) processo da reconciliação integradora, (VIII) avaliação somativa individual e (IX) aula integradora. No total, participaram da pesquisa 30 estudantes da terceira série do Ensino Médio de uma escola estadual da Região Metropolitana do Recife. Como instrumentos de pesquisa, foram utilizadas a técnica de coleta de documentos e a aplicação de um questionário aberto. Já para análise dos dados foram utilizadas a análise de conteúdo e uma adaptação da análise estrutural, da análise conceitual e da análise da rede proposicional frente a pergunta focal dos mapas conceituais. Por meio dos resultados foi possível identificar a falta de subsunçores relacionados com o conceito de timbre. Além disso, foi possível verificar a falta e a presença dos processos de diferenciação progressiva nos mapas conceituais colaborativos, bem como indícios de aprendizagem significativa, além de indícios de aprendizagem significativa crítica a partir das contribuições e limitações da aplicação da UEPS. Por fim, temos que a pesquisa possibilitou identificar como ocorre a construção do conceito de timbre por meio da aplicação de uma UEPS, bem como as evidências de aprendizagem significativa e crítica pelos estudantes.Submitted by (ana.araujo@ufrpe.br) on 2023-10-30T21:40:52Z No. of bitstreams: 1 Wolney Cosme Silva Andre.pdf: 9898515 bytes, checksum: 6457e0b340e6ffff2363a57959bedecb (MD5)Made available in DSpace on 2023-10-30T21:40:52Z (GMT). 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dc.title.por.fl_str_mv Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
title Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
spellingShingle Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
ANDRÉ, Wolney Cosme Silva
Ensino de física
Acústica
Aprendizagem significativa
Mapas conceituais
CIENCIAS HUMANAS::EDUCACAO
title_short Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
title_full Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
title_fullStr Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
title_full_unstemmed Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
title_sort Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica
author ANDRÉ, Wolney Cosme Silva
author_facet ANDRÉ, Wolney Cosme Silva
author_role author
dc.contributor.advisor1.fl_str_mv SILVA, Ivoneide Mendes da
dc.contributor.referee1.fl_str_mv FERREIRA, Helaine Sivini
dc.contributor.referee2.fl_str_mv RODRIGUES, Kátia Calligaris
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/0000685930594777
dc.contributor.author.fl_str_mv ANDRÉ, Wolney Cosme Silva
contributor_str_mv SILVA, Ivoneide Mendes da
FERREIRA, Helaine Sivini
RODRIGUES, Kátia Calligaris
dc.subject.por.fl_str_mv Ensino de física
Acústica
Aprendizagem significativa
Mapas conceituais
topic Ensino de física
Acústica
Aprendizagem significativa
Mapas conceituais
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The most recent investigations, in the area of Science Teaching, point out that the teaching of Physics has been characterized by the transmission of information and the memorization of formulas, statements and laws. Seeking to alleviate this situation, research has been diagnosing the contributions of identifying prior knowledge to the teaching and learning process. Among the teaching methodologies that propose to teach a certain concept based on what the student already knows, Potentially Meaningful Units (PMTU) stand out. The PMTU are teaching sequences based mainly on the theory of meaningful learning and the theory of critical meaningful learning, so this methodology aims to provide a favorable environment for the attribution of meaning and criticality. On the other hand, we have the concept of Timbre, which presents some obstacles to its teaching process, such as the abstract nature of the concept and the need to use models to understand the phenomena. Therefore, this research sought to answer how does the construction of the concept of sound timbre occur, based on the implementation of a Potentially Meaningful Teaching Unit (PMTU) with third year high school students? In order to answer this question, this research proposed to analyze the construction of the concept of sound timbre from the implementation of a PMTU, with third year high school students. For this. a PMTU was elaborated with nine stages named as: (I) choice of concepts, (II) classroom setting of concept maps, (III) initial situation for the collection of prior knowledge, (1V) first problem-situation, (V) progressive differentiation process, (VI) second problem-situation, (VII) integrative reconciliation process, (VIII) individual summative assessment and (IX) integrative class. In total, 30 students from the third grade of high school in a state school in the Metropolitan Region of Recife participated in the research. As research instruments, the document collection technique and the application of an open questionnaire were used. For data analysis, content analysis and an adaptation of structural analysis, conceptual analysis and analysis of the propositional network were used in view of the focal question of the conceptual maps. Through the results it was possible to identify the lack of subsumers related to the timbre concept. In addition, it was possible to verify the absence and presence of progressive differentiation processes in the collaborative conceptual maps, as well as evidence of significant learning, in addition to evidence of significant critical learning from the contributions and limitations of the application of the PMTU. Finally, we have that the research made it possible to identify how the construction of the concept of timbre occurs through the application of a PMTU, as well as the evidence of significant and critical learning by the students.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-10-30T21:40:52Z
dc.date.issued.fl_str_mv 2023-07-04
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dc.identifier.citation.fl_str_mv ANDRÉ, Wolney Cosme Silva. Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica. 2023. 291 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.
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identifier_str_mv ANDRÉ, Wolney Cosme Silva. Análise de uma Unidade de Ensino Potencialmente Significativa (UEPS) para a promoção de uma aprendizagem significativa crítica, no que tange o ensino da física acústica. 2023. 291 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.
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