Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7815 |
Resumo: | In our investigation we had the objective to analyze the contributions of the use of Educational Robotics in the teaching of Physics from sequences of teaching with resolution of challenges. The selected Physics content was the study of the phenomenon of Meeting of Bodies in Uniform Motion. The methodological trajectory of the research consisted in the construction of intervention based on elements of Classical Didactic Engineering and the observation of its implementation in teaching contexts. The research was developed with a group of high school students from a private school in Recife and another group with undergraduate students of course to be a physics teacher from a Federal Institution of the city of Pesqueira in the state of Pernambuco. We followed the stages of Didactic Engineering: First phase, in the Preliminary Analysis, we dedicated ourselves to the construction of our hypotheses and the didactic theoretical framework, raising the difficulties and obstacles of learning. In the second stage, the Conception and Analysis a priori of the Didactic Situations, we made the choices of the didactic variables and constructed the script of the teaching sequences with planning of alternatives to overcome the obstacles of learning and the availability of experimentation activities with Robotics. In the third phase, Experimentation, the apprentices lived the sequence of projected teaching, and finally, in the fourth and final stage, a posteriori Analysis and Validation, we performed the last reflection on the results of the experimentation and confronted the hypotheses conceived in the Analysis a priori with the findings verified in the posteriori Analysis. The results of our observations indicated advances in the indexes of correct answers to the questions and a tendency of the students to use the strategy of writing the time equations of space of each robot and to equal their positions to determine the moment of encounter. The elements of Didactic Engineering present in our investigations have allowed us to follow and plan teacher reworking needs to overcome obstacles and perceive gaps in conceptual comprehension. Through the Statistical Implication Analysis, we were able to reflect on the probabilistic relationships between the observed variables and allowed us to verify that the use of the strategy of equaling the Space Equations of the robots causes a tendency to obtain better indexes of correct answers in the proposed questions. |
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FERREIRA, Helaine SiviniANDRADE, Vladimir Lira Veras Xavier deTENÓRIO, Alexandro CardosoMOITA, Filomena Maria Gonçalves da Silva CordeiroSILVA, Magna do Carmohttp://lattes.cnpq.br/5529513680269827LIMA, José Roberto Tavares de2019-01-04T12:42:43Z2018-08-28LIMA, José Roberto Tavares de. Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem. 2018. 188 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7815In our investigation we had the objective to analyze the contributions of the use of Educational Robotics in the teaching of Physics from sequences of teaching with resolution of challenges. The selected Physics content was the study of the phenomenon of Meeting of Bodies in Uniform Motion. The methodological trajectory of the research consisted in the construction of intervention based on elements of Classical Didactic Engineering and the observation of its implementation in teaching contexts. The research was developed with a group of high school students from a private school in Recife and another group with undergraduate students of course to be a physics teacher from a Federal Institution of the city of Pesqueira in the state of Pernambuco. We followed the stages of Didactic Engineering: First phase, in the Preliminary Analysis, we dedicated ourselves to the construction of our hypotheses and the didactic theoretical framework, raising the difficulties and obstacles of learning. In the second stage, the Conception and Analysis a priori of the Didactic Situations, we made the choices of the didactic variables and constructed the script of the teaching sequences with planning of alternatives to overcome the obstacles of learning and the availability of experimentation activities with Robotics. In the third phase, Experimentation, the apprentices lived the sequence of projected teaching, and finally, in the fourth and final stage, a posteriori Analysis and Validation, we performed the last reflection on the results of the experimentation and confronted the hypotheses conceived in the Analysis a priori with the findings verified in the posteriori Analysis. The results of our observations indicated advances in the indexes of correct answers to the questions and a tendency of the students to use the strategy of writing the time equations of space of each robot and to equal their positions to determine the moment of encounter. The elements of Didactic Engineering present in our investigations have allowed us to follow and plan teacher reworking needs to overcome obstacles and perceive gaps in conceptual comprehension. Through the Statistical Implication Analysis, we were able to reflect on the probabilistic relationships between the observed variables and allowed us to verify that the use of the strategy of equaling the Space Equations of the robots causes a tendency to obtain better indexes of correct answers in the proposed questions.Em nossa investigação tivemos como objetivo analisar as contribuições da utilização da Robótica Educacional no ensino de Física a partir de sequências de ensino com resolução de desafios. O conteúdo de Física selecionado foi o estudo do fenômeno de Encontro de Corpos em Movimento Uniforme. A trajetória metodológica da pesquisa consistiu na construção de uma sequência de ensino fundamentada em elementos da Engenharia Didática Clássica e na observação da sua implementação em contextos de ensino. A pesquisa foi desenvolvida com um grupo de estudantes do Ensino Médio pertencentes a uma escola particular de Recife e um outro grupo com estudantes do curso superior de Licenciatura em Física de uma Instituição Federal da cidade de Pesqueira no estado de Pernambuco. Seguimos as etapas da Engenharia Didática: Primeira fase, na Análise Preliminar, nos dedicamos a construção de nossas hipóteses e do quadro teórico didático, levantando as dificuldades e obstáculos de aprendizagem. Na segunda etapa, a Concepção e Análise a priori das Situações Didáticas, fizemos as escolhas das variáveis didáticas e construímos o roteiro das sequências de ensino com planejamento de alternativas para a superação dos obstáculos de aprendizagem e disponibilização de atividades de experimentação com a Robótica. Na terceira fase, a Experimentação, os aprendizes vivenciaram a sequência de ensino projetada e por fim, na quarta e última etapa, a Análise a posteriori e a Validação, executamos a última reflexão sobre os resultados da experimentação e confrontamos as hipóteses concebidas na Análise a priori com as constatações verificadas na Análise a posteriori. Os resultados de nossas observações indicaram avanços nos índices de acertos das questões e uma tendência dos estudantes a utilizarem a estratégia de escrever as equações horárias de espaço de cada robô e igualar as suas posições para determinar o instante de encontro. Os elementos da Engenharia Didática presentes em nossas investigações nos permitiram acompanhar e planejar necessidades de retrabalho docente para superação dos obstáculos e perceber lacunas de compreensões conceituais. Através da Análise Estatística Implicativa conseguimos refletir sobre as relações probabilísticas entre as variáveis observadas e permitiu a constatação de que a utilização da estratégia de igualar as Equações Horárias de Espaço dos robôs provoca uma tendência a obtenção de melhores índices de acertos nas questões propostas.Submitted by Mario BC (mario@bc.ufrpe.br) on 2019-01-04T12:42:43Z No. of bitstreams: 1 Jose Roberto Tavares de Lima.pdf: 5082041 bytes, checksum: 59652017ee7c64724d91538a29b426c7 (MD5)Made available in DSpace on 2019-01-04T12:42:43Z (GMT). No. of bitstreams: 1 Jose Roberto Tavares de Lima.pdf: 5082041 bytes, checksum: 59652017ee7c64724d91538a29b426c7 (MD5) Previous issue date: 2018-08-28application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino das CiênciasUFRPEBrasilDepartamento de EducaçãoRobóticaEnsino de físicaEnsino-aprendizagemCIENCIAS HUMANAS::EDUCACAORobótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizageminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-6099596823942813476006006007124334461228751377-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALJose Roberto Tavares de Lima.pdfJose Roberto Tavares de Lima.pdfapplication/pdf5082041http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/7815/2/Jose+Roberto+Tavares+de+Lima.pdf59652017ee7c64724d91538a29b426c7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/7815/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/78152019-01-04 09:42:43.9oai:tede2:tede2/7815Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:36:09.618471Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem |
title |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem |
spellingShingle |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem LIMA, José Roberto Tavares de Robótica Ensino de física Ensino-aprendizagem CIENCIAS HUMANAS::EDUCACAO |
title_short |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem |
title_full |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem |
title_fullStr |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem |
title_full_unstemmed |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem |
title_sort |
Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem |
author |
LIMA, José Roberto Tavares de |
author_facet |
LIMA, José Roberto Tavares de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
FERREIRA, Helaine Sivini |
dc.contributor.advisor-co1.fl_str_mv |
ANDRADE, Vladimir Lira Veras Xavier de |
dc.contributor.referee1.fl_str_mv |
TENÓRIO, Alexandro Cardoso |
dc.contributor.referee2.fl_str_mv |
MOITA, Filomena Maria Gonçalves da Silva Cordeiro |
dc.contributor.referee3.fl_str_mv |
SILVA, Magna do Carmo |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5529513680269827 |
dc.contributor.author.fl_str_mv |
LIMA, José Roberto Tavares de |
contributor_str_mv |
FERREIRA, Helaine Sivini ANDRADE, Vladimir Lira Veras Xavier de TENÓRIO, Alexandro Cardoso MOITA, Filomena Maria Gonçalves da Silva Cordeiro SILVA, Magna do Carmo |
dc.subject.por.fl_str_mv |
Robótica Ensino de física Ensino-aprendizagem |
topic |
Robótica Ensino de física Ensino-aprendizagem CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In our investigation we had the objective to analyze the contributions of the use of Educational Robotics in the teaching of Physics from sequences of teaching with resolution of challenges. The selected Physics content was the study of the phenomenon of Meeting of Bodies in Uniform Motion. The methodological trajectory of the research consisted in the construction of intervention based on elements of Classical Didactic Engineering and the observation of its implementation in teaching contexts. The research was developed with a group of high school students from a private school in Recife and another group with undergraduate students of course to be a physics teacher from a Federal Institution of the city of Pesqueira in the state of Pernambuco. We followed the stages of Didactic Engineering: First phase, in the Preliminary Analysis, we dedicated ourselves to the construction of our hypotheses and the didactic theoretical framework, raising the difficulties and obstacles of learning. In the second stage, the Conception and Analysis a priori of the Didactic Situations, we made the choices of the didactic variables and constructed the script of the teaching sequences with planning of alternatives to overcome the obstacles of learning and the availability of experimentation activities with Robotics. In the third phase, Experimentation, the apprentices lived the sequence of projected teaching, and finally, in the fourth and final stage, a posteriori Analysis and Validation, we performed the last reflection on the results of the experimentation and confronted the hypotheses conceived in the Analysis a priori with the findings verified in the posteriori Analysis. The results of our observations indicated advances in the indexes of correct answers to the questions and a tendency of the students to use the strategy of writing the time equations of space of each robot and to equal their positions to determine the moment of encounter. The elements of Didactic Engineering present in our investigations have allowed us to follow and plan teacher reworking needs to overcome obstacles and perceive gaps in conceptual comprehension. Through the Statistical Implication Analysis, we were able to reflect on the probabilistic relationships between the observed variables and allowed us to verify that the use of the strategy of equaling the Space Equations of the robots causes a tendency to obtain better indexes of correct answers in the proposed questions. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-28 |
dc.date.accessioned.fl_str_mv |
2019-01-04T12:42:43Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
LIMA, José Roberto Tavares de. Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem. 2018. 188 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7815 |
identifier_str_mv |
LIMA, José Roberto Tavares de. Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem. 2018. 188 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
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