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Dissertations |
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1
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ERCÍLIA JULIANA MARCIANO DE OLIVEIRA
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Physics teaching for deaf students
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Advisor : CICLAMIO LEITE BARRETO
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COMMITTEE MEMBERS :
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CARLOS ALBERTO DOS SANTOS
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CICLAMIO LEITE BARRETO
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MILTON THIAGO SCHIVANI ALVES
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Data: Jan 31, 2019
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Show Abstract
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The Constitution of the Federative Republic of Brazil states (Art. 205 and Art. 206)
that education is a right of everyone and the duty of the State and of the family, and
that there must be equality of access and permanence in school. Thus, students with
special needs must be inserted in the school context and enjoy the full enjoyment of
all the rights of students without disabilities. Thinking about this, a survey was
conducted among some teachers of the state public network of Rio Grande do Norte
on the teaching of physics for deaf students. This research found that many of these
teachers do not have the necessary knowledge to establish communication with their
students, which directly influences the quality of teaching taught. In addition, they find
it difficult to find suitable materials that can minimize this problem. This work presents
a proposal to mitigate this situation. It is the development of lessons from a bilingual
perspective that can be applied in the classroom with the listening students or given
to these students to support the study at home. The main resource for this work
focuses on the production of video lessons for all students, with narration in
Portuguese for listeners and performed in LIBRAS – Brazilian Sign Language – for
deaf students. The production of these video lessons considers relevant the essential
pedagogical moments, according to the ample knowledge in the specialized literature
of the research in physics teaching.
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2
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PEDRO RODRIGUES DA FONSECA FILHO
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A DIDACTIC SEQUENCE FOR THE STUDY OF COLLISIONS WITH THE USE OF SIMULATOR AND GAME
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Advisor : NEEMIAS ALVES DE LIMA
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COMMITTEE MEMBERS :
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MARCELO NUNES COELHO
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NEEMIAS ALVES DE LIMA
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PAULO DANTAS SESION JUNIOR
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Data: Feb 22, 2019
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Show Abstract
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The use of new technologies in the teaching-learning process has been showing innovations and challenges to the school. However, the teaching of Physics in our country continues in a traditional way, where the teachers transmit their knowledge only in the contents directed to the vestibular, also plan their classes for expositions of formulas and only resolutions of exercises. In this work we present an educational product that aims to use a teaching-learning methodology that seeks to motivate students, leading them to practice a new technology in the classroom, such that the school enters this new information age. The product is a didactic sequence to teach in high school the subject of linear momemtum and collisions of an isolated system of two particles. In the application of the educational product PhET phenomenon simulator and the Kahoot game are used as platform for digital exercises.
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3
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LEANDRO ARRILTON DE MEDEIROS
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ROOM OF INVERTED CLASSROOM: A PROPOSAL OF DIDACTIC SEQUENCE IN EDUCATION EDUCATION
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Advisor : PAULO DANTAS SESION JUNIOR
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COMMITTEE MEMBERS :
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PAULO DANTAS SESION JUNIOR
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PAULO HENRIQUE SOUSA DE OLIVEIRA
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THATYARA FREIRE DE SOUZA
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Data: Jun 26, 2019
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Show Abstract
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The teaching of physics has been an arduous task in recent times and thinking about this difficulty the present work seeks to expose the development of alternative methodologies to solve this problem. This is an applied research in Wave Teaching where the methodology of the inverted classroom was applied that aims to work teaching in the collaborative perspective, thus making the learning more meaningful. The elaboration of this project was based on the theory of Vygotsky with the levels of development in the process of teaching / learning and the PeerInstruction method based on the theory of Erick Mazur. The project was implemented in two classes of the Secondary High School. In class A, the inverted classroom methodology was applied using some technological tools such as: YouTube videotapes, Plickers application, Google forms and Google classroom - these were used as a subsidy form for three didactic sequences used in the teaching of waves. In class B, the traditional methodology was applied. This distinct process between the two classes aimed to investigate the efficiency of the inverted classroom methodology. After the classes it was observed through the students' speech and written evaluation that the group A obtained greater performance in relation to group B. The project was valid since it could contribute with a new vision of the teaching of Waves.
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4
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RAQUEL VIANA BERNARDO
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APPLYING THE GAME UNDERSTANDING THE SECRETS OF THE UNIVERSE AND THE ECLIPSES BOX FOR STUDENTS OF HIGH SCHOOL
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Advisor : JEFFERSON SOARES DA COSTA
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COMMITTEE MEMBERS :
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ALEXSANDRO PEREIRA LIMA
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JEFFERSON SOARES DA COSTA
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THIAGO BRUNO RAFAEL DE FREITAS OLIVEIRA
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Data: Jun 28, 2019
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Show Abstract
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Astronomy is used as a motivation theme to teaching Physics in High School, being a tool on teaching-learning process. To aim this, playful practices were used to arouse the interest by students since games creation, as: Unveiling Universe Secrets and Eclipse Boxes. First one is a classic board game that calls attention of the students and may be used by people of any age, whereas it is a curious and fascinating theme that contemplates the unknown. However, despite of the interest and the improvement on every age, it must present some difficulty to less than 8 years old children, because evolves universe functionality knowledge and because of the complexity of the subject. Level of questions might be a bit elevated and hard to understand to this age range. Game rules are simple, as any board game, you must get to the finish to win. It is possible to gather many people and split them in two groups to go through the game way, discovering curiosities about the Universe and making a special road trip by the Solar System. The second one is a box with models on a large scale of the Sun, Moon and the Earth, showing its alignment and conditions to eclipses occurrence, moon phases and yearly seasons. This work was applied to High School second grade students, aiming to evaluate and analyze the acquired knowledge on basic education. Through analysis, it was observed that this proposal obtained satisfactory results about Astronomy learning. Find out more about the Earth and planets orbiting the Sun can make anyone discover love for the Astronomy and contemplates the Sky is a unknown that may offers much more than we think.
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5
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NATANA RODRIGUES DE MOURA
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ROBOT-CAR: AN APPROACH OF THE EDUCATIONAL ROBOTICS APPLIED TO PHYSICAL EDUCATION.
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Advisor : SAMYR SILVA BEZERRA JACOME
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COMMITTEE MEMBERS :
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SAMYR SILVA BEZERRA JACOME
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PAULO DANTAS SESION JUNIOR
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FRANCISCO FRANCINÉ MAIA JÚNIOR
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Data: Jul 30, 2019
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Show Abstract
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This work aims to present the development of an educational product that is used as a teaching tool in the physics classes, suggesting a methodological approach in teaching kinematics, more precisely on concepts related to uniform movement, to high school students from the use of the low cost Educational Robotics. It proposes a manual didactic of development of the prototype, titled Robô-Car, commanded by programming from a Arduino platform, as well as a methodology, in didactic sequence, that consists of a practical part using the robot applied to the study of movement, where students will participate actively, and a theoretical with the subsequent analysis of the data collected. In this first moment we aim to work in a playful, interactive and intuitive the concepts of movement, using Educational Robotics as a tool in the teaching-learning process, considering the rates of variation, its application to the study of motion and the error in the measurement of quantities. In the theoretical part, the ideas addressed in the experiment will be debated from the organization and analysis of the collected data, being the teacher responsible for the orientation, with interventions, increasingly active until the theory is unveiled. In this process, the student will construct a logical sequence of reasoning allowing, based on your knowledge of world, the understanding of the proposed theory. It has been found that the use of Educational Robotics in classrooms is an extraordinary methodological resource, since besides unlimited use, it is also extremely attractive. This characteristic is fundamental, since it excites the students causing greater stimulation both to concentrate and to debate the activities proposed in the room.
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6
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LUIZ CLEMENTINO NETO
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EXPERIMENTAL ROUTE ON CIRCULAR MOVEMENT USING EDUCATIONAL ROBOTICS
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Advisor : ORIVALDO VIEIRA DE SANTANA JUNIOR
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COMMITTEE MEMBERS :
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ORIVALDO VIEIRA DE SANTANA JUNIOR
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SAMYR SILVA BEZERRA JACOME
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LUCIANA ANGÉLICA DA SILVA NUNES
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Data: Jul 30, 2019
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Show Abstract
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This paper presents a survey of the impact achieved through the use of Educational Robotics (RE) in the teaching of physics, focusing on the contents related to the principles of the Circular Movement and its main characteristics, such as the definition of the concepts of angular velocity, its relation with linear velocity, frequency, period and the like, using a script elaborated in order to serve as material to be used by teachers of the physical curricular component in high school, with an approach with fewer abstractions, making the act of learning more playful with observations and interactions with the experiments realized through a small robot elaborated with support of the URA project - developed by members of the Laboratory of Automation and Robotics of UFRN - in order that at the end of the application of this work the participating students have the capacity solve the problem at the beginning of the and generalize this knowledge acquired in other situations that are similar in their day to day. Trying also, along with this work, to carry out the insertion of the use of new technologies in the daily life of our classrooms, giving them a more constructive sense.
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7
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VANESSA CRISTINA DA SILVA
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KNOWING THE SUBATOMIC PARTICLES: TRAVELING TO THE INVISIBLE
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Advisor : ALEXSANDRO PEREIRA LIMA
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COMMITTEE MEMBERS :
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ALEXSANDRO PEREIRA LIMA
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PAULO HENRIQUE SOUSA DE OLIVEIRA
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FRANCISCO FRANCINÉ MAIA JÚNIOR
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Data: Jul 30, 2019
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Show Abstract
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Physics is a very present science in our daily lives. Even so, teaching this discipline is not as trivial as it seems. There are several difficulties encountered by the teacher in his teaching practice, among them is the ability to associate his classes with the dynamism of the current society. Thinking about it, these were the motivations for creating a board game - "Knowing the Subatomic Particles: Traveling to the Unseen" - with the primary goal of analyzing and perfecting gameplay in high school students. Applied in principle at the João Tibúrcio State School of the regular school network located in the municipality of Goianinha in Rio Grande do Norte. Aiming the possibility of learning, due to its use in a playful and dynamic way, on concepts of the standard model of the particles. In this work will be made the presentation of the product and how it was used in its application. The comparison between the Pre and the post test will also be made through quantitative analysis. We verify students improve the concepts of subatomic particles after the application of the board game, identifying some of the elementary particles and the existence of fundamental forces. Because of this, we have obtained many positive reports of the use of the educational product through the students, and that it was an incentive to search for more information on the subject in other means of access to knowledge. For this reason it is expected that the work will serve as a parameter for the application of the game in other environments so that more and more people have access to the particle physics contente.
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8
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LUIS CARLOS NORONHA E SOUSA
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A PROPOSAL FOR A POTENTIALLY SIGNIFICANT EDUCATION UNIT ON UNIVERSAL RECORD FOR HIGH SCHOOL.
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Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA
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COMMITTEE MEMBERS :
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CARLOS CHESMAN DE ARAUJO FEITOSA
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JEFFERSON SOARES DA COSTA
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THATYARA FREIRE DE SOUZA
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Data: Oct 17, 2019
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Show Abstract
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In this dissertation we developed an educational product that was designed to be applied in high school, serving as an alternative to academic material on the teaching of universal gravitation to the teacher in the classroom. Aiming to facilitate the acquisition of concepts on this very common theme among students, to achieve this goal, we elaborated a Potentially Significant Teaching Unit (UEPS), Marcos A. Moreira and Neusa T. Massoni, 2016, consisting of a didactic sequence. (SD), Zabala 1998, on the subject of universal gravitation. The present UEPS adopts as theoretical framework David Ausubel's (1968,2000) theory of meaningful learning in classical and contemporary views (Moreira, 2000,2005,2006), Gérard Vergnaud's theory of conceptual fields (1990; Moreira, 2004), the educational theories of Joseph D, Novak (1977) and DB Gowin (1981). Adopting thus the philosophy of building a UEPS, where teaching only occurs when there is learning and it must be meaningful; teaching is means, meaningful learning is the end; teaching materials should be potentially meaningful. Therefore, there are no Significant Teaching and Learning Sequences, nor Significant Teaching Units, are always Potentially Significant, in the sense that they can facilitate the capture and (mental) internalization of externally shared meanings, Marcos A. Moreira and Neusa T. Massoni, 2016 The structure of this UEPS on universal gravitation is detailed in chapter 1 of this dissertation, with its principles and stages. S.D.-associated steps that we use and develop with our classroom experience over the years as an educator. As for S.D, it is detailed in chapter 3, consisting of 08 meetings, each meeting lasting 50 minutes, starting with an initial questionnaire; followed by a group discussion; then a theatrical play using the inverted classroom; lectures on the subject by the teacher; reading and interpretation of some texts; and at the last meeting, a re-application of the initial questionnaire, adapted with two new UEPS evaluation questions. Finally, we verified that the UESP presented positive results, improving the quality of teaching and learning, as can be observed with the results obtained and analyzed, with the data, inserted in chapter 4 of this dissertation. In chapter 5, we have our conclusion and perspectives, we also produced an educational product for the physics teacher to use in high school, if desired, in his classes on this topic of great curiosity and interest of students. In addition to producing a book on the subject and related subjects, which can be useful as a source of research and also as a means of disseminating this educational product, even the chapters related to the theme of this UEPS are in the annexes.
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