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

• 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
• topic: Ensino de física; Acústica; Aprendizagem significativa; Mapas conceituais; CIENCIAS HUMANAS::EDUCACAO

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.