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Dissertations/Thesis

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2025

	Dissertations
1	LEANDRO DEON ALVES BEZERRA CARTOON VIDEO ANALYSIS: AN ALTERNATIVE WAY TO INTRODUCE KINEMATICS Advisor : PEDRO DA CUNHA FERREIRA COMMITTEE MEMBERS : PEDRO DA CUNHA FERREIRA RONAI MACHADO LISBOA THIAGO BRUNO RAFAEL DE FREITAS OLIVEIRA Data: Jan 17, 2025 Show Abstract The understanding of kinematics concepts and the interpretation of graphs are fre- quent challenges faced by students in the study of Physics. Often, the difficulty in visualizing and analyzing one-dimensional motions compromises the effective learn- ing of these concepts. This study aims to present a didactic proposal that uses video analysis applied to cartoons as a tool to aid in the description and understanding of one-dimensional motions. Thus, this research seeks to propose a method to facilitate the interpretation of kinematic graphs and promote meaningful learning for students, based on David P. Ausubel's theory (2012). The proposal consists of implementing a didactic sequence distributed over six 50-minute lessons in a second-year high school class at a public school. The first three lessons introduce the study of motion, beginning with the discussion of stroboscopic photographs followed to the video analysis of a real motion. In the next three lessons, two scenes from the Road Runner and Wile E. Coyote animation are analyzed, during which students revisit relevant aspects of the experimental activity and the fundamental principles of kinematics. The results indicate that students showed up to a 60% improvement in questions re- lated to graph interpretation, displacement, and distance traveled after the implemen- tation of the didactic sequence. The experience demonstrated that video analysis us- ing the Tracker software is an effective tool for developing activities involving the interpretation of kinematic graphs. The proposal not only facilitated the understand- ing of fundamental kinematics concepts but also contributed to more meaningful and engaged student learning.
2	PETSON FIRMINO DOS ANJOS Gravitation and tides: a contextualized approach for secondary school Advisor : PEDRO DA CUNHA FERREIRA COMMITTEE MEMBERS : AUTA STELLA DE MEDEIROS GERMANO CAIO FÁBIO TEIXEIRA CORREIA PEDRO DA CUNHA FERREIRA Data: Jan 24, 2025 Show Abstract The phenomenon of tides, familiar to students from the coastal region, serves as a starting point to give greater meaning and awaken student curiosity when introducing and exploring the principles of Universal Gravitation. From this daily experience, students are encouraged to investigate and understand how the gravitational attraction between the Earth, the Moon and the Sun influences the tides, connecting this understanding with the mathematical formulation of the law of Universal Gravitation proposed by Isaac Newton. Therefore, we seek to develop a proposal for a didactic sequence for teaching Gravitation, for a second year high school class in a school located at Pirangi do Norte beach, using the phenomenon of tides as a contextualizing theme. The methodology adopted includes a practical activity, visiting the beach and measuring the variation of the sea level with a low-cost tide gauge, the use of a computer simulation developed for this work to give the student the opportunity to verify the behavior of the tides and their relationship with gravity, and classroom discussions designed to engage students and facilitate the construction of knowledge based on their experiences. Paulo Freire’s approach guides our pedagogical practice, stimulating students' curiosity and critical thinking, while encouraging us to value their cultural and social context. The expected results include greater motivation and interest among students in the study of physics, specifically in the content of Gravitation, a clearer understanding of the concept of tidal forces, and the ability to relate this knowledge to observable phenomena in their daily lives. This work contributes to the discussion on contextualized pedagogical practices and reinforces the relevance of critical and reflective education defended by Paulo Freire.
3	WENDERSON VENCESLAU BARROSO DE PAULA Acoustics as an intersectionality between Physics and Music: proposal for an Acoustic Physics teaching sequence based on musical elements in the light of the “three pedagogical moments” Advisor : ALEXSANDRO PEREIRA LIMA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA RONAI MACHADO LISBOA THATYARA FREIRE DE SOUZA Data: Jan 28, 2025 Show Abstract As such a widespread and engaging form of artistic expression, music has the potential to stimulate emotions, memories, reflections and create connections. In the context of teaching Physics at the secondary level, music and its elements can act as an effective teaching tool in the teaching and learning processes, capable of providing students with a dynamic and enjoyable learning experience, and can therefore facilitate the understanding of complex scientific concepts, which are commonly treated as too abstract or intangible by students. In this paper, we present a proposal for a didactic sequence for teaching basic concepts of Acoustic Physics to second-year high school classes, using the "Three Pedagogical Moments" (3MP) as theoretical and methodological support. In this sequence, music is not used as a mere filler for motivational space, but is, above all, considered as an interface that, like Physics, has Acoustics as an intersectional field. In this work, we outline a sequence of teaching Acoustic Physics that includes nine classes in total, the main objective of which is to make students understand, through a didactic sequence developed from a series of generating problematizations and applications, the concepts related to Acoustic Physics through music, using, as didactic examples, some related devices, such as microphones, tuning forks, guitars and sound tubes (built with PVC pipes). We verified, during our research, that the proposed objectives were all achieved with the adopted methodology and that the students felt involved and motivated throughout the process.
4	CLAUDIO MIRANDA ALVES Application of Digital Technologies in Physics Teaching: Simulated Experiment - PhET Advisor : ORIVALDO VIEIRA DE SANTANA JUNIOR COMMITTEE MEMBERS : ORIVALDO VIEIRA DE SANTANA JUNIOR PAULO DANTAS SESION JUNIOR TIBERIO MAGNO DE LIMA ALVES Data: Feb 3, 2025 Show Abstract Digital technologies and media connect human beings and constitute a new way of thinking-interacting-creating-innovating-with-technology. This integrated way of thinking composed of man and his digital technologies expands the thinking capabilities of each individual, as well as their interaction in the social collective to solve problems, create and innovate with technologies. The teaching environment (school) and education professionals, in this context, must assume their role of preparing and teaching their students to appropriate digital technologies as a learning process. Regarding Physics teaching, this work proposes an approach from the perspective of Seymour Aubrey Papert's constructionism to guide the understanding of the use of digital technologies in Physics teaching. In a qualitative way, this study uses the digital teaching platform Physics Education Technology (PhET) as a pedagogical tool to address the topic of experimental Physics: Rutherford Scattering. The study with this digital tool aims to understand, from a constructionist point of view, what are the pedagogical difficulties involving the use of digital technologies in teaching Physics. Finally, this work uses the knowledge acquired in this study to create an educational product that consists of a didactic sequence entitled Rutherford Spreading: simulated experiment - PhET.
5	NATHÁLIA CAROLINE DOS SANTOS ROSA DIDACTIC SEQUENCE FOR TEACHING ELECTROMAGNETISM: A PROPOSAL USING THE FLIPPED CLASSROOM AND CHATGPT Advisor : PAULO DANTAS SESION JUNIOR COMMITTEE MEMBERS : JEFFERSON SOARES DA COSTA PAULO DANTAS SESION JUNIOR THATYARA FREIRE DE SOUZA Data: Feb 21, 2025 Show Abstract Currently, technology is integrated into people's daily lives from a very early age. Contact with cell phones, computers, and technological tools happens from childhood. Even so, many times, the incorporation of technology in the classroom is still feared by some teachers. In this work, a didactic sequence is proposed that uses technology as the main teaching tool. The objective is to assist and guide teachers in integrating new teaching technologies into their classes, in addition to motivating and sparking interest in Physics and improving student performance. The didactic sequence covers electromagnetism content and is based on the Flipped Classroom methodology. This methodology suggests a reversal in how content is obtained. Traditionally, content is presented in the classroom, and exercises are done at home. With the flip, students accessed the content at home, and during classes, it was worked on through exercises, practical laboratory classes, discussion networks, and the creation of conceptual maps. The content was acquired through the ChatGPT platform, a conversational chat system with Artificial Intelligence (AI) technology. Before each new topic, students received some questions that they were supposed to ask the AI, and the answers were shared with the class and analyzed, confirmed, or corrected by the teacher. The teacher is of fundamental importance in this methodology, as their role is to guide the students' learning process, showing how this technology should be used and helping them build scientific knowledge. Thus, the content was worked on throughout the school year. The didactic sequence was applied to one of the five third-year classes at a state school in Paraíba. However, for data analysis, all five classes were evaluated. Based on the obtained data, it can be concluded that the methodology used in the sequence was very effective, as the class that worked with AI achieved the school's best performance in the ENEM in recent years. The assessment scores showed an improvement in Physics performance, and the class was motivated, participative, and willing to learn throughout the school year, according to the teaching staff. Finally, it is concluded that technology can be a great ally of the teacher in the teaching-learning process, as long as they guide their students during its use, and the educational product proposed here has the potential to help them in this process.
6	ISAAC MATEUS DA SILVA MEDEIROS THE USE OF PORTABLE EXPERIMENTS TO APPLY A TEACHING SEQUENCE ON WIND ENERGY Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA COMMITTEE MEMBERS : CARLOS CHESMAN DE ARAUJO FEITOSA LEANDRO IBIAPINA BEVILAQUA ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES Data: Feb 24, 2025 Show Abstract In this work, we present portable experiments with the aim of approaching the concepts of electromagnetic induction and wind energy. The study was developed at Escola Municipal Monsenhor Manoel Pereira da Costa, with 9th year elementary school students. The materials used to carry out the experiments are portable and easy to handle and transport. In the meantime, the objectives included the development of a didactic sequence - as a pedagogical tool - to contribute to the teaching-learning process, which will address physical concepts related to electromagnetic induction, among other physical concepts, adopting the theory of Meaningful Learning as a theoretical framework. by David Ausubel and the ISLE “Investigative Science Learning Environment” method. Qualitative and descriptive in nature, the research instruments used were: questionnaire, observation and previously prepared material called “student guide”. The objectives included developing a didactic sequence to work on the topic of wind energy and discussing the physical concepts that are included in this topic. The proposal was designed so that students could learn the concepts through class discussion and the execution of experiments.
7	THIAGO DE ARAUJO PAULA “Scientific Paths: the Michelson-Morley-Miller Experiments”: the Padlet as a resource to address Scientific Controversies and Modern Physics in High School Advisor : JULIANA MESQUITA HIDALGO FERREIRA COMMITTEE MEMBERS : BRENO ARSIOLI MOURA CICLAMIO LEITE BARRETO JULIANA MESQUITA HIDALGO FERREIRA Data: Feb 24, 2025 Show Abstract There is a broad consensus in the academic community that Science Teaching must transcend the mere transmission of specific scientific knowledge and seek, primarily, the scientific literacy of students. Instead of limiting itself to a list of facts and concepts to be memorized in an instrumental way, Science Teaching should seek to enable students to understand the fundamental processes, methods and reasoning of Science, beucase of that the inclusion of the theme of the Nature of Science becomes indispensable. The approach to this theme aims to develop critical thinking skills, analytical capacity and investigative judgment, preparing students to face the complex and multifaceted challenges of the contemporary world. In this way, Science teaching that promotes more complex views about Science plays a crucial role in the formation of active citizens in a democracy, as it contributes to the development of a critical understanding of the world around us. The approach used in this work consists of the didactic use of the History of Science, based on a well-founded historiography, in order to address the topic “scientific controversies”, as part of the Nature of Science theme. In particular, we chose the historical episode related to the experiments carried out by Albert Abraham Michelson (1852-1931), Edward Williams Morley (1838-1923) and Dayton Clarence Miller (1866-1941) to detect the movement of the Earth in relation to the luminiferous ether. The choice of this episode of the History of Physics is justified, as it provides not only an excellent case to study issues related to controversies in Science, but also the inclusion of topics of Modern Physics in basic education, something that receives wide support in academic literature. Given these points, as well as recognizing the potential that technological tools can offer for education, this work proposes as an Educational Product a Padlet titled “Scientific Ways: The Michelson-Morley-Miller Experiments” containing texts about scientific controversies and the Physics behind the experimente as well as the following historical-pedagogical narratives about the selected historical episode: “The Potsdam Experiment”, “The Michelson and Morley Experiment, 1887”, “Morley and the Invisible Miller” and “Miller Against the World”. This Educational Product was applied in a didactic sequence in the context of Basic Education.
8	JOSÉ CHARLES DOS SANTOS FELIX A DIDACTIC SEQUENCE FOR TEACHING WAVES: THE USE OF A DIDACTIC GAME TO MEDIATE CONCEPTS Advisor : ALEXSANDRO PEREIRA LIMA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA JULIANA MESQUITA HIDALGO FERREIRA LUCIANA ANGÉLICA DA SILVA NUNES Data: Feb 25, 2025 Show Abstract The general objective of this work is to present and discuss the results partially obtained with this research within the scope of the postgraduate course in Physics Teaching - National Network - pole 51. In view of this, a didactic sequence was constructed on the topic of waves using a Didactic game as an assessment tool in high school. Therefore, a simple harmonic movement - MHS produced in a string, radio transmission, the sound we hear and emit are examples of waves and their forms in nature, thus, it is noted that the study of these phenomena needs to be addressed in the classroom, for the full development of our students. Furthermore, in teaching practice, we are immersed in learning theories, of which we have Vygotsky's theory, which brings social interaction as a main element, as it will facilitate the formation of concepts in their various phases and levels, in addition to understand that such concepts are constructed in a historical and cultural context, which will be mediated by instruments, signs and the meanings they carry, being necessary for the action of a more capable partner in the zone of proximal development. However, there are also current curricular changes, which seek greater articulation of Physics with the other components of the area of natural sciences and their technologies, leading to the adoption of resources such as didactic sequences that facilitate the teacher's planning action or use of educational games in the classroom, as these present themselves as a viable tool for developing the themes of our classes when linked to adequate planning with clear objectives.
9	PAULO SÉRGIO PEDRO DA SILVA A PROPOSAL FOR A MEANINGFUL DIDACTIC SEQUENCE FOR TEACHING PLANE AND SPHERICAL MIRRORS: pratical and experimental activities using low-cost materials. Advisor : ALEXSANDRO PEREIRA LIMA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA FRANCISCO FRANCINÉ MAIA JÚNIOR JEFFERSON SOARES DA COSTA Data: Feb 26, 2025 Show Abstract The study of teaching practices and methodologies that aim to make Physics content more enjoyable, accessible and bring improvements to the teaching and learning process is always a topic of great relevance for professionals and scholars in the field. Thus, guided by the conceptual aspects of the Theory of Meaningful Learning, Potentially Significant Teaching Units and the Isly Method, this work aims to develop an intervention proposal to analyze the teaching and learning process concerning the study of Flat and Spherical Mirrors . This educational product was created in a way that could make Physics teaching more attractive, dynamic and interactive, seeking to promote a meaningful learning process for students. As an educational product, this teaching proposal, which is composed of a didactic sequence and a portable experiment kit, will be applied to a class of 40 students in the 2nd year of high school at Escola Estadual de Ensino Médio em Tempo Integral Francisco de Assis Bittencourt in the municipality of João Câmara/RN. In general terms, this work will be developed in three meetings, where each one will work on a different theme. Each meeting will have the following moments: Survey of students' prior knowledge, practical activity with hypothesis raising, research in books and internet and socialization. Working with Didactic Sequences that seeks to place the student as the protagonist of the teaching and learning process is justified because, when working with this proposal, the teacher will make use of a tool, which can represent an alternative to engage students in the school environment. , enabling an efficient and satisfactory teaching and learning process for the student. To evaluate the application of this work, a pre-test and a post- test will be used, with open and closed questions with the aim of evaluating the students' learning. In addition, in the post-test there will also be questions to identify the students' perception of the educational product with the aim of evaluating whether this didactic sequence was potentially meaningful for students.
10	JANILSON SIMÕES DE AZEVEDO FILHO Observational astronomy in full-time secondary education: a proposal for Physics education Advisor : FLAVIA POLATI FERREIRA COMMITTEE MEMBERS : FLAVIA POLATI FERREIRA JEFFERSON SOARES DA COSTA TASSIANA FERNANDA GENZINI DE CARVALHO Data: Feb 27, 2025 Show Abstract Since the dawn of humanity, observing the sky has fascinated various civilizations, encompassing philosophical, historical, and scientific perspectives. However, the inclusion of observational astronomy in basic education faces significant challenges, involving both teacher training and the scarcity of accessible materials. In this context, this research aims to develop, implement, and evaluate an educational product based on practical activities for teaching elements of observational astronomy. Grounded in Paulo Freire's principles and the methodology of the Three Pedagogical Moments, the proposed activities followed problematization, knowledge organization, and practical application through sky observation activities. These aimed to provide a guided observational experience of celestial phenomena. The research was conducted with a second-year high school physics class in a full-time education setting, involving 25 students. Data were collected through questionnaires administered at the end of the intervention, and the results indicate that the adopted approach contributed to student engagement, fostering elements of epistemological curiosity and connecting theoretical concepts addressed in class with everyday elements. Thus, the developed educational product enhanced the learning of scientific concepts and skills, highlighting the potential of observational astronomy for teaching physics.
11	SERGIO SALMON DOS SANTOS TRINDADE ATLAS OF ASTRONOMICAL IMAGES FOR PHYSICS TEACHING: A MEANINGFUL APPROACH. Advisor : JOAO RODRIGO SOUZA LEAO COMMITTEE MEMBERS : JOAO RODRIGO SOUZA LEAO ALEXSANDRO PEREIRA LIMA CALISTRATO SOARES DA CAMARA NETO Data: Mar 14, 2025 Show Abstract Education in Brazil is undergoing a process of transformation. In Physics education, students often show disinterest in traditional types of lessons, making it challenging for teachers to engage them and achieve meaningful learning outcomes. Therefore, this work addresses the efficiency that astronomical images from space telescopes can provide in overcoming these challenges and making learning more meaningful. The use of astronomical images, organized within the pedagogical structure of an "Astronomical Image Atlas," can stimulate students' interest and, consequently, facilitate the understanding of Physics concepts. The primary objective is to investigate the efficiency of the Astronomical Image Atlas as a teaching tool, connecting astronomical phenomena to Physics content in high school education. To this end, the Atlas is aligned with the competencies and skills outlined in the BNCC (Brazilian National Common Core Curriculum) within the area of Natural Sciences, aiming to promote the analysis of cosmic phenomena, the use of scientific models, and problem-solving involving the relevant content. Additionally, by integrating Astronomy and Physics, the material can foster investigative and interdisciplinary skills as specified in the national curriculum. The Atlas structure was developed based on the Three Pedagogical Moments framework by Delizoicov, Angotti, and Marta Pernambuco (2002). Each chapter begins with problematization (1st moment), systematizes the Physics concepts related to the astronomical image (2nd moment), and proposes practical activities that apply the acquired knowledge in real-world contexts (3rd moment). The research results indicated that the use of the Atlas significantly increased student interest and engagement, facilitating the comprehension of complex concepts and promoting meaningful learning. Most students and teachers reported that the astronomical images helped contextualize Physics content, making the lessons more dynamic and engaging. It is concluded that the Atlas can be an innovative tool for teaching Physics, offering a meaningful, contextualized, and curriculum-aligned approach.
12	JOSÉ DENILSON DE SOUZA SILVA INTERDISCIPLINARY APPROACHES IN TEACHING PHYSICS: THE CONCEPT OF ENERGY AND ROTATION PHENOMENA APPLIED TO DIFFERENT AREAS OF KNOWLEDGE Advisor : CICLAMIO LEITE BARRETO COMMITTEE MEMBERS : CICLAMIO LEITE BARRETO JEFFERSON SOARES DA COSTA FERNANDO LANG DA SILVERA Data: Mar 17, 2025 Show Abstract Resumo em Inglês In the context of Physics Education, interdisciplinary classes can stimulate the development of skills such as critical thinking, problem-solving, collaboration and communication. When working with interdisciplinary themes, students are challenged to think more broadly and apply knowledge from different disciplines to solve complex problems. Interdisciplinary themes tend to be closer to students' reality, making learning more interesting and relevant. This can increase engagement and motivation to learn. The concept of Energy and the phenomena of Rotation are manifested in fundamental laws, such as the principles of conservation of energy and angular momentum. In an interdisciplinary study, the themes of Energy and Rotation are of utmost importance, both in classical and modern physics. Energy from food is essential for the functioning of the human body, being obtained from the nutrients present in the food we consume, especially carbohydrates, proteins and fats. In turn, the rotary movement of rigid bodies around a fixed axis is a model applicable to rotation situations, as in the case of centrifugation. Given the topics presented, this dissertation aims to apply a systematic didactic sequence to a second-year high school class in a school located in the city of Parnamirim/RN. The theoretical basis for this work is based on the Three Pedagogical Moments (3MP) and David Ausubel's meaningful learning, in addition to the CTSA (Science, Technology, Society and Environment) approach, allowing the division of the didactic sequence into two moments, with four meetings each, totaling eight classes and 400 minutes in total. An applied and dynamic approach is then proposed, with the use of evaluation questionnaires, case studies, easily accessible experiments and, in addition, virtual simulation with the PhET software from the University of Colorado, USA. Thus, this didactic sequence integrates these concepts in a practical, playful and meaningful way.

2024

	Dissertations
1	HADSON JOSÉ FARIAS DO NASCIMENTO Seismicity as a Way to Explore Physical Concepts Advisor : CARLOS ANTONIO BARBOZA COMMITTEE MEMBERS : CARLOS ANTONIO BARBOZA PAULO DANTAS SESION JUNIOR JOAO MARIA DA SILVA Data: Jun 18, 2024 Show Abstract High school and elementary school students have a wrong view science, scientists, and science teachers. They see science as a neutral and elitist field, guided by “geniuses" in a linear and flawless way. This perspective is many times reinforced by teachers and educational materials that often present science as a set of formulas and dogmas. As a result, students are discouraged from pursuing scientific careers and have limited understanding of the scientific process. It is important to modify the way science is taught in educational settings to promote a more accurate and inclusive view of the field. This can be accomplished by emphasizing the collaborative nature of the scientific research, the role of creativity and problem-solving in science, and the fact that scientists themselves are influenced by their worldviews and experiences. By making these changes, we can help students develop a more accurate and inclusive view of science. Consequently, this will also encourage students to pursue scientific careers and contribute to the scientific community. These changes are also necessary because from all the students who attend public schools in Brazil, only a small number go on to attend public high education institutions. This is likely due to a number of different factors, including students’ low motivation, lack of active participation, and their inability to understand the importance of schoolwork to their lives outside of school settings. We will find that by making these changes, teachers can help increase the number of students who go on to attend public institutions of higher education. This will also have a positive impact on the Brazilian economy and society as a whole. Hence, this work intends to present physics concepts related to seismology and demonstrate how they apply to this science by promoting the construction of a seismograph, an instrument used to measure the amplitude and intensity of seismic activity in the Earth's crust. Finally, we can say that the present work proposes a methodology for teaching physics concepts in the context of seismology, seeking meaningful learning. A didactic sequence is developed and applied to organize the phases of presentation and use of these concepts, especially the one that refers to the construction of a seismograph. The didactic sequence cited includes basic concepts of mechanics and waves and can include classes in the first year of high school.
2	CARLOS ANDRÉ CAVALCANTE DA SILVA Mini Plastic Crookes Tubes for Electro-Magnetism Learning Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA COMMITTEE MEMBERS : CARLOS CHESMAN DE ARAUJO FEITOSA PAULO DANTAS SESION JUNIOR TIBERIO MAGNO DE LIMA ALVES Data: Oct 10, 2024 Show Abstract In this work, we will present a portable experiment aimed at addressing the concepts of cathode rays with Basic Education students, as well as investigating signs of significant learning stemming from the referred object. The goal is for students to be involved in practices that reflect, as much as possible, the experimental processes and procedures carried out by Sir William Crookes in the investigations related to Cathode Rays in evacuated glass tubes. Here, it will be shown how to craft and investigate electrical discharges in plastic tubes, innovating in the way of constructing Crookes tubes. These experimental practices will be grounded in Ausubel's theory of meaningful learning. The process will also aim to improve students' well-being in Physics class, motivate them, create in students a sense of belonging, making them feel a real part of the learning process and not mere spectators. In other words, they will take a leading role. We also intend, using the History of Science, to demonstrate that a theory is not constructed by pure induction from experiments. What were Sir William Crookes' technical challenges? What doubts troubled him? To highlight the methodology and facilitate the use of portable experiments, we will present a proposal for a didactic sequence to be applied in a senior high school class.
3	EMANUEL JESSÉ FERNANDES DE MELO PHOTOLUMINESCENCE: AN EXPERIMENTAL APPROACH TO TEACHING QUANTUM PHYSICS Advisor : JEFFERSON SOARES DA COSTA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA JEFFERSON SOARES DA COSTA SANZIA ALVES DO NASCIMENTO Data: Nov 28, 2024 Show Abstract The advent of Quantum Physics has revolutionized our understanding of reality, challenging some previously intuitive concepts established by Classical Physics. Currently, it holds profound implications in modern technology, and its comprehension is crucial for fostering critical and participatory citizens in their respective social contexts. Thus, it is necessary, even in basic education, which aims at the holistic formation of individuals for life in society, to teach topics, albeit introductory, of Modern and Contemporary Physics (MCP). Considering this need in Physics Education, the present work aims at the development and implementation of a didactic sequence for teaching Quantum Physics in high school through experimental approaches combined with the methodology of the three pedagogical moments. Mainly investigating phenomena such as photoluminescence (fluorescence and phosphorescence), with the aim of addressing topics like blackbody radiation and energy quantization, the photoelectric effect and photon theory, Bohr's atomic model, and interactions between electromagnetic radiation and the human organism. Through the application of the educational product, it was possible to observe, from the analysis of the questionnaires, that the proposed didactic sequence obtained indicators of satisfactory learning regarding introductory topics of quantum physics in high school.

2023

	Dissertations
1	RODRIGO DOS SANTOS CANDREVA Portable Experiments for a Vacuum Classroom Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA COMMITTEE MEMBERS : CARLOS CHESMAN DE ARAUJO FEITOSA JEFFERSON SOARES DA COSTA ANTONIO DE MACEDO FILHO Data: Jan 20, 2023 Show Abstract This study aims to create a portable experimental device and a didactic sequence as an educational product to teachers in order to provide lack of supplies in the schools, mainly public ones that have not laboratory to experimental practices related to the vacuum theme. Didactic sequence has its bases on the ISLE learning active theory that consists in to realize experiments by the scientists through investigative method. The teacher of Physics and author or this research applied the didactic sequence. This study aims to contribute to the teaching of this subject and its relation to some phenomena. The application of this research (experimental device and didactic sequence) occurred with students from 2nd level of the Integral Time High School, in the Escola Estadual Augusto Xavier de Góis, in Muriú, located in the Ceará-Mirim, region of Rio Grande do Norte, in the Physics subject. This activity comprehends six classes, considering 50 minutes to each one. Students received, in the pre-test as well as in the post-test, some information about instruments to use during classes, based on qualitative and quantitative experiments about vacuum, showing a technological application and, consequently, the importance of this knowledge to our lives. Didactic product achieved the proposal of this research, with efficiency, showing that students had a significant and participative learning.
2	FELIPE DE OLIVEIRA DA PAZ Physical Optics Experiments for Teaching Basic Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA COMMITTEE MEMBERS : CARLOS CHESMAN DE ARAUJO FEITOSA CARLOS ANTONIO BARBOZA ANA LUCIA DANTAS Data: Apr 20, 2023 Show Abstract In this work we present an experimental set of physical optics and seek to approach this concept in an accessible way for elementary school classes. The items involved in the kit are (i) two multi-crack grids (N-cracks) produced with cutouts of CD's and DVD's, (ii) octagonal-shaped polarizers made from films found on display screens and televisions, and (iii) plates with different types of openings used in diffraction experiments. All materials involved can be handled in formal and informal environments. Our proposal consists of experimental practices of Physics with classes that are more interesting for students. For this reason, we opted for an educational method known as ISLE - Investigative Science Environment, this active methodology we combine constructivist concepts. Exposing students to the contents of the nature of light in order to develop the learning of the laws of physical optics through the insertion of the scientific method.
3	ITAMAR BEZERRA DA NÓBREGA NETO - Advisor : MILTON THIAGO SCHIVANI ALVES COMMITTEE MEMBERS : MILTON THIAGO SCHIVANI ALVES ALEXSANDRO PEREIRA LIMA GUSTAVO FONTOURA DE SOUZA Data: Apr 28, 2023 Show Abstract -
4	GLAUBERTO GONZAGA DE OLIVEIRA Portable Experiment, ISLE methodology, Generators and Engines. Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA CARLOS CHESMAN DE ARAUJO FEITOSA ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES Data: Jun 2, 2023 Show Abstract In this work we present a portable experiments in order to approach the concepts ofelectromagnetic induction to Basic Education students. The materials used to perform the experiments are easy to acquire, and the set of them can be purchased in the form of an experimental kit, easily transportable. The proposal is that students learn the concepts through classroom discussion and the execution of experiments, with greater emphasis on interactive classes over lectures. For this, we were inspired by the methodology ISLE developed by the group from Rutgers University, led by Professor Eugenia Etkina. The foundation of this proposal is that students study and learn physical concepts similar way scientists work to setup scientific knowledge. Such methodology is called ―Investigative Science Learning Environment‖ (ISLE). In this method, students are introduced to the scientific method, in high school, in a concrete way where observation, proposition and refutation of hypotheses are fundamental for creating a model for the physical phenomenon studied. To evaluate the methodology and use of the portable experiment, we present a proposal for a didactic sequence to be applied to a twelve-year high school class.
5	CLEILTON CARLOS LIMA DA SILVA AN APPLICATION OF ELECTRODYNAMICS WITH EDUCATIONAL ROBOTICS Advisor : ORIVALDO VIEIRA DE SANTANA JUNIOR COMMITTEE MEMBERS : ORIVALDO VIEIRA DE SANTANA JUNIOR SAMYR SILVA BEZERRA JACOME PAULO CAVALCANTE DA SILVA FILHO Data: Jul 20, 2023 Show Abstract The study of Physics for some can be something dark, difficult and too challenging to the point of giving up, or even seen as a discipline without much importance. Unfortunately, the teaching of Physics in the classroom has been restricted to providing students with content without an interconnection with their reality, using mathematical language in a mechanical way, without explaining and motivating its function to solve the problem. introduced. Seeing these difficulties and knowing the real importance of solving them, it is up to each teacher to seek a practical and pedagogically applicable way to solve them in order to optimize and sharpen their students' interest in the study of physics. The present work offers a different alternative in order to change this scenario. Here, a teaching model applied to the content of electrodynamics for secondary education is presented, based on the three pedagogical moments according to Delizoicov and Angotti (1990): Initial Problematization, Knowledge Organization and Knowledge Application. Structurally, these pedagogical moments are applied through educational robotics using robots from the URA project (One Robot per Student) from UFRN.
6	MARIA AUXILIADORA LEITE DE MEDEIROS Intelligent notebook: The study of the principles of electrodynamics and the use of equipment in the calculation of electricity consumption, according to the New High School Advisor : ALEXSANDRO PEREIRA LIMA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA JEFFERSON SOARES DA COSTA THATYARA FREIRE DE SOUZA Data: Sep 18, 2023 Show Abstract This work was developed in agreement with BNCC - Common National Curriculum Base, and presents as an educational product the pedagogical didactic material entitled: "Intelligent notebook: The study of the principles of electrodynamics and the use of equipment in the calculation of electricity consumption, according to the New High School". The material aims to provide the student and teacher with another didactic resource for deepening the study of the principles of electrodynamics: the definition of electric current, its intensity and its effects, the electrical resistance and ohm law, in addition to electric power and the calculation of the consumption of electric energy guiding on the choice of electrical equipment that allow the saving of energy : related to the consumption of electricity by homes, seeking to understand from the scientific point of view the consumption of sustainable and efficient electric energy. The Intelligent Notebook presents contents and activities proposed through a teaching sequence with a well-defined planning of classes based on the skills and competencies required by BNCC in the matrix of the curricular component of Physics, seeking to meet one of the fundamental prerequisites of the New High School, which is to make teaching practice more dynamic and interactive favoring interdisciplinarity, student protagonism and the development of a comprehensive and critical view, pointing out new educational possibilities for concepts traditionally developed in isolation. The teaching sequence presented in the notebook is based on Vygotsky's sociocultural theory, relying on active teaching methodologies. Its application will be carried out by the teacher and author of the work, with students of the 3rd grade of the State School Professor Anísio Teixeira, in Natal-RN, during 6 meetings (6h/classes). Thus, we understand that we can contribute to the teaching practice of the physics teacher during the transition from high school to new high school, so that, with the use of material developed through research and practice in the classroom, the teacher has resources and strategies that help him/her to promote the student an ethical formation in search of a greater understanding of science approaching and arousing everyone's interest in the scientific universe.
7	ERISVALDO RAMALHO DOS SANTOS JÚNIOR Archimedes' Principle in High School: the Hydrostatic Balance and Galileo's Paradox Advisor : JULIANA MESQUITA HIDALGO FERREIRA COMMITTEE MEMBERS : LUIZ ORLANDO DE QUADRO PEDUZZI CICLAMIO LEITE BARRETO JULIANA MESQUITA HIDALGO FERREIRA Data: Dec 12, 2023 Show Abstract The aim of this work was to contribute to an approach to Archimedes' Principle, considering the nuances of its historical development. It took as its starting point the historical episode involving Archimedes and the mission assigned to him to determine whether the crown of King Hieron of Syracuse had been forged. There is a widespread version of this event, according to which Archimedes solved the problem by discovering buoyancy while bathing. This version was narrated by the Roman architect Marcus Vitruvius, who lived around two centuries after Archimedes, in the 1st century BC. Despite having several physical and historical conceptual inconsistencies, the narrative continues to be propagated in textbooks, including in some collections approved by the National Textbook Program 2021. On the other hand, Galileo Galilei, a great admirer of Archimedes' work, suggested in 1586, in his work called "The Little Scale", that Archimedes had used a Hydrostatic Scale to solve the problem of the crown. Galileo's version of the episode is physically consistent and supported by historical evidence discovered by historians. This version, however, is practically absent from the school context. Equally absent is the existence of a limit of validity for Archimedes' Principle, the so-called Hydrostatic Paradox of Galileo. In this sense, seeking to help overcome these gaps and distortions, this paper proposes an educational product that problematizes the best-known version of the crown episode, as well as discussing its application. It is a didactic sequence aimed at secondary school students, which introduces, in an investigative way, excerpts from the works of Vitruvius and Galileo, as well as contemplating demonstrative experimental activities, explored using a dialogical and investigative approach, including the Hydrostatic Balance itself, and a validity limit for Archimedes' Principle. This sequence was applied to a group of 24 students from the IFPI's Corrente campus. After the didactic intervention, the participants answered a questionnaire which aimed to assess their understanding of the versions of the historical episode in terms of its physical and historical aspects, as well as analyzing their understanding of Archimedes' Principle and its limit of validity. The students' answers to the questionnaire, as well as their interactions during the lessons, were subject of investigation and reflection in this work.

2022

	Dissertations
1	LOUISA ADELINO DE MACÊDO Modern and Contemporary Physics and Astrophysic: an elective methodological proposal to High School Advisor : ALEXSANDRO PEREIRA LIMA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA JEFFERSON SOARES DA COSTA FRANCISCO ERNANDES MATOS COSTA Data: Mar 4, 2022 Show Abstract With the improvement of science, difficulties arise to insert it in society, the school environment being its main diffuser. Recognizing the importance of science education, which consists in sharing information about science with the general public, so as not to be restricted to the scientific community, and in order to provide theoretical and methodological support for a useful didactic proposal to meet the goals of the teaching Physics in the context of Basic Education, focusing on students in the 3rd grade of high school, we elaborated a didactic sequence that integrates topics of Modern and Contemporary Physics and Astrophysics within the perspective of the Learning Contextualization Methodology, based on the problematization and resolution of problems through the student's experiential context. In order to facilitate the use by other teachers, we present a referential, conceptual and methodological overview, in addition to details of the preparation, application and analysis of results.
2	RICARDO ALEXANDRE DE MELO OLIVEIRA A TEACHING SEQUENCE PROPOSAL FOR HEAT PROPAGATION AND THERMAL RADIATION PROCESSES Advisor : TARCIRO NORTARSON CHAVES MENDES COMMITTEE MEMBERS : RONAI MACHADO LISBOA TARCIRO NORTARSON CHAVES MENDES THATYARA FREIRE DE SOUZA Data: Apr 1, 2022 Show Abstract There is proposal for a didatic sequence to teach heat propogation processes and termal radiation, applied to high school students at the second year by using technical experiments with the Venon Globe (Black Globe, Globe Thermometer), in order to measure the Radiant Heat Load (CTR, Stefan – Boltzman) and the Average Radiant Temperature (TRM). The process of data analysis by the students is basead on the Ausubel´s Significative Learning Theory and on The Teaching of Science by Research by Ana Maria Pessoa Carvalho. It is expected that the results of the presente proposal will make lasier the students understand the concepts of Temperature, Heat and Black Body Radiation, contributing to the learning of Thermodynamics, with the perspective of being considered a substantial innovation in the teaching process.
3	CARLOS ALÍPIO ARLINDO DANTAS AN HONEST ALTERNATIVE FOR TEACHING THE UNIFORM RECTILINEARMOVEMENT USING PHOTOANALYSIS AND VIDEOANALYSIS Advisor : RONAI MACHADO LISBOA COMMITTEE MEMBERS : BERNARDO MATTOS TAVARES RONAI MACHADO LISBOA TARCIRO NORTARSON CHAVES MENDES Data: Apr 27, 2022 Show Abstract The information and communication technologies (ICT) can enhance the learning of physicalconcepts taught in high school. This work studies the uniform rectilinear movement (MRU)using videoanalysis. The study is systematized with a didactic sequence divided into threemoments, totaling six classes. In this context, the didactic sequence allows: the historicalapproach of the cinematograph, the analysis of the movement with sequential images, theexperimental practice, using two low-cost experiments, and the use of the applications:Infinite Shot, Vernier Graphical GW and the Tracker. With these applications it is possible tomake the videoanalysis of the movement of a washer along a threaded rod and a sphere thatmoves inside a hose with oil, thus providing a potentially meaningful learning of thekinematics of the movement. In a first approach, both the washer and the ball moves in astraight line and at a constant speed. The characteristic of the movement of these bodies areinvestigated by the students with the use of the smartphones associated with the techniquesof videoanalysis. Based on spiral teaching, proposed by theorist Jerome Bruner, the conceptsof movement are visited and revisited, allowing the gradual construction of knowledge,moving from the most elementary to the most complex aspects.
4	GILYAN MEDEIROS Investigative Experimental Teaching of Standing Waves Advisor : SAMYR SILVA BEZERRA JACOME COMMITTEE MEMBERS : JACQUES COUSTEAU DA SILVA BORGES MILTON THIAGO SCHIVANI ALVES SAMYR SILVA BEZERRA JACOME Data: Jun 17, 2022 Show Abstract The present work refers to a didactic sequence, from the construction and application of an educational product, on the content of standing waves. This product promotes the insertion of new teaching technologies, especially 3D printing technology, in classrooms, with the objective of producing experimental teaching material to help teachers in Physics classes. This 3D printing technology was used in the elaboration and manufacture of experimental kits that reproduced standing waves. From them, the students were able to explore the concepts seen in the classroom in practice, through the visualization of the phenomena, the application of the content in the identification of the characteristics of the waves and in the execution of the equations, using the known information, to calculate the frequency of the wave. generated wave. For the development of classes, the methodology of investigative learning was used, associated with experimental practice. For this purpose, an investigative class script was prepared and made available, which contained the problem situation to be worked on and guiding activities that stimulated investigation by the students, in addition to a manual that helped them to set up the experiment. The product was applied in three classes of the second year of full technical high school, in the city of Bananeiras - PB. Due to the pandemic situation experienced in the year 2021, activities were developed under the hybrid teaching format, with in-person and remote classes. As a result, the data collected after application of the product refer to students who attended $100\%$ of classes, under both formats, and students who attended only remote classes. As a result, an improvement in the absorption and application of theoretical content was observed, while in activities involving mathematics this improvement was no longer so evident. Finally, it is concluded that this educational product provides an improvement for the teaching and learning of Physics, since the investigative activities make the classroom a more participatory environment and stimulate critical thinking.

2021

	Dissertations
1	ADRIANO HENRIQUE DE VASCONCELOS MAGNETISM TEACHING SEQUENCE: A PROPOSAL FOR TEACHING STUDENTS WITH ADD Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA COMMITTEE MEMBERS : CARLOS CHESMAN DE ARAUJO FEITOSA JEFFERSON SOARES DA COSTA CHARLIE SALVADOR GONCALVES Data: Feb 11, 2021 Show Abstract This work seeks to supply the need to insert students who have Attention Deficit Disorder (ADD) in the educational scope by making an educational product composed of a set of didactic sequences based on the significant learning of David Ausubel. In the search for the insertion of these people with disabilities in the teaching and learning process and in line with one of the lines of research and development of the National Professional Master in Physics Teaching (MNPEF / SBF). The master's degree aims at the development of products and forms of approach aiming at Physics content suitable for elementary and high school students, in an integrated way with other subjects, we designed this project with the aim of contributing to improve the teaching-learning process of these students, in accordance with current social inclusion legal requirements. In view of the national scenario, in compliance with the legislation in force, we observe that in schools the number of students with a disability is increasing more and more, even without having an adequate preparation for this purpose and, in this scenario, teachers have to look for ways to deal with that situation. The inclusion of students with disabilities in mainstream schools is enshrined in the legal texts, however, inclusive education does not end with observance of the law that recognizes and guarantees it, but requires a change in the attitude, perception and conception of educational systems. This implies expanding the concept of special education and working for and for diversity, reformulating the principles, goals and curricula of schools from an inclusive perspective, equipping all students, whether they are considered “normal” or “with special educational needs”, to insertion and performance in society, thus exercising citizenship. This work brings didactic tools materialized in didactic sequences to be used with high school students with such learning needs, with the objective of offering a pedagogical tool that facilitates learning in the classroom, of students with learning disabilities, specifically at this level. This project aims to bring to the classroom a content of theoretical and experimental Magnetism, where the practical part aims to consolidate the theory seen in the classroom. The experiments are adapted to the student's reality and their daily lives, in order to present new teaching methods that bring diversification of the students' learning.
2	HANDERSON JOSÉ DOS PRAZERES CLASSROOM INVERTED IN THE KINEMATICS OF UNIFORM CIRCULAR MOTION WITH APPLICATION OF EXPERIMENT. Advisor : PAULO DANTAS SESION JUNIOR COMMITTEE MEMBERS : PAULO DANTAS SESION JUNIOR ALEXSANDRO PEREIRA LIMA THATYARA FREIRE DE SOUZA Data: Mar 24, 2021 Show Abstract The flipped classroom is based on the placement of the teacher outside the school environment, making students more active in the teaching-learning process. In this methodology, students develop superior psychological functions, such as language, concept formation, voluntary attention, perception, from what would be a Potential Development Zone (ZDP), highlighted by Vygotsky's Theory of Learning. The purpose of this work is a didactic sequence on Uniform Circular Movement, in the light of the flipped classroom methodology. In this form of organization, the teacher will have a better optimization of time in the classroom, greater student engagement and better student-student and teacher-student interaction. The experimental practice is also explored, with simple educational resources, easy to apply and accessible, such as: a smartphone and a bicycle. In the application of the experiment, it is possible to explore the intrinsic concepts of angular movement, such as: angular velocity, linear velocity, the radial dependency relationship, as well as other graphical analyzes of the MCU, in a playful way, providing the development of content concepts, attitudes and procedures in students.
3	JOSÉ RENILDO MOURA SOARES A didactic sequence based on virtual reality for teaching general relativity throughout high school. Advisor : JOSE DIAS DO NASCIMENTO JUNIOR COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA ANTONIO CARLOS DA SILVA MIRANDA JOSE DIAS DO NASCIMENTO JUNIOR Data: Nov 1, 2021 Show Abstract It is not new that technologies have been affecting humanity’s way of life and the way how people interacted. In the learning-teaching process, where technologies are ever closer to students and the classroom, the evolution is not different. In this context, a tool that has been obtaining space is Virtual Reality, where the individual has the possibility to visit other environments without leaving his/her place. In this study, we elaborated a didactic sequence by using Virtual Reality and following the precepts of the theory of meaningfulness of David Ausubel. This theory establishes that learning is considered significant when the knowledge to be learned anchors itself on concepts relevant to students. We used the scientific basis on the phenomenon that occurred in Sobral/CE, and for what proves the General Relativity from Albert Einstein. This theme is resident in the context of modern physics in high school which has been a great challenge for researchers and teachers seeking forms of how to approach this in teaching. Thus, we trying to understand how virtual reality can impact the teaching and learning process of General Relativity, we developed this teaching sequence. We share our approach into five moments, where students' prior knowledge is the starting point, and, in one of those moments, we also used a didactic space-time curvature experiment that complements the virtual reality software simulation, whose simulation was in the fourth moment of our sequence. All equipment and experiments of this sequence possibility the use of low-cost items. The educational product, that is the teaching sequence, was applied in the second half of 2019 in a public school in the state of Rio Grande do Norte. And based on the results obtained from the application and perception with objective criteria for measuring success. From that, we can deduce that the use of virtual reality together with a teaching sequence, can bring positive results and improvement in student performance during the teaching and learning process. Moreover, we measured indicative of meaningful learning when teaching the thematic. Globally we concluded and we are believing that this proposal to use Virtual Reality, can be helpful throughout other levels of teaching, and impacting other contents. Lastly, we believe that our work can contribute to future applications and the practice of teaching.

2020

	Dissertations
1	ALEXANDRE AMARAL CARDOSO DE ARAÚJO STUDY OF SCALAR KINEMATICS THROUGH A CAR PRINTED IN 3D Advisor : ALEXSANDRO PEREIRA LIMA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA GEOVANI FERREIRA BARBOSA RONAI MACHADO LISBOA TARCIRO NORTARSON CHAVES MENDES Data: Dec 15, 2020 Show Abstract The educational product studied in this thesis refers specifically to two kinds ofunidimensional movement, uniform rectilinear motion and uniformly accelerated rectilinearmotion, inserted in the field of Kinematics. In compliance with the current curricular matrices,it is necessary and appropriate to implement activities in classes for students of the first yearof high school, more specifically in the first third of the school year in which, with rareexceptions, they are discussed as the main types of motion and, obviously, will compose thesatisfactory scenario for carrying out the activities, however, it can be implemented in thefollowing grades. Due to the good amount of information that can be provided by theexperiment equipment, the proposal is that the activity might be carried out by groups ofstudents, and encourage them to discuss and analyze the results, allowing the confrontation oftheir ideas and points of view, which, pedagogically presents as a positive element for theconstruction of knowledge. Considering the experimental set as being a low-cost piece, as itmainly consists of an open platform (hardware and software), it becomes economically viableto build a sufficient number of experimental sets to meet the necessity.

2019

	Dissertations
1	ERCÍLIA JULIANA MARCIANO DE OLIVEIRA Physics teaching for deaf students Advisor : CICLAMIO LEITE BARRETO COMMITTEE MEMBERS : CARLOS ALBERTO DOS SANTOS CICLAMIO LEITE BARRETO MILTON THIAGO SCHIVANI ALVES Data: Jan 31, 2019 Show Abstract 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.
2	PEDRO RODRIGUES DA FONSECA FILHO A DIDACTIC SEQUENCE FOR THE STUDY OF COLLISIONS WITH THE USE OF SIMULATOR AND GAME Advisor : NEEMIAS ALVES DE LIMA COMMITTEE MEMBERS : MARCELO NUNES COELHO NEEMIAS ALVES DE LIMA PAULO DANTAS SESION JUNIOR Data: Feb 22, 2019 Show Abstract 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 phenomenonsimulator and the Kahoot game are used as platform for digital exercises.
3	LEANDRO ARRILTON DE MEDEIROS ROOM OF INVERTED CLASSROOM: A PROPOSAL OF DIDACTIC SEQUENCE IN EDUCATION EDUCATION Advisor : PAULO DANTAS SESION JUNIOR COMMITTEE MEMBERS : PAULO DANTAS SESION JUNIOR PAULO HENRIQUE SOUSA DE OLIVEIRA THATYARA FREIRE DE SOUZA Data: Jun 26, 2019 Show Abstract 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.
4	RAQUEL VIANA BERNARDO APPLYING THE GAME UNDERSTANDING THE SECRETS OF THE UNIVERSE AND THE ECLIPSES BOX FOR STUDENTS OF HIGH SCHOOL Advisor : JEFFERSON SOARES DA COSTA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA JEFFERSON SOARES DA COSTA THIAGO BRUNO RAFAEL DE FREITAS OLIVEIRA Data: Jun 28, 2019 Show Abstract 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.
5	NATANA RODRIGUES DE MOURA ROBOT-CAR: AN APPROACH OF THE EDUCATIONAL ROBOTICS APPLIED TO PHYSICAL EDUCATION. Advisor : SAMYR SILVA BEZERRA JACOME COMMITTEE MEMBERS : SAMYR SILVA BEZERRA JACOME PAULO DANTAS SESION JUNIOR FRANCISCO FRANCINÉ MAIA JÚNIOR Data: Jul 30, 2019 Show Abstract 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.
6	LUIZ CLEMENTINO NETO EXPERIMENTAL ROUTE ON CIRCULAR MOVEMENT USING EDUCATIONAL ROBOTICS Advisor : ORIVALDO VIEIRA DE SANTANA JUNIOR COMMITTEE MEMBERS : ORIVALDO VIEIRA DE SANTANA JUNIOR SAMYR SILVA BEZERRA JACOME LUCIANA ANGÉLICA DA SILVA NUNES Data: Jul 30, 2019 Show Abstract This paper presents a survey of the impact achieved through the use of EducationalRobotics (RE) in the teaching of physics, focusing on the contents related to theprinciples of the Circular Movement and its main characteristics, such as the definitionof the concepts of angular velocity, its relation with linear velocity, frequency, periodand the like, using a script elaborated in order to serve as material to be used by teachersof the physical curricular component in high school, with an approach with fewerabstractions, making the act of learning more playful with observations and interactionswith the experiments realized through a small robot elaborated with support of the URAproject - developed by members of the Laboratory of Automation and Robotics ofUFRN - in order that at the end of the application of this work the participating studentshave the capacity solve the problem at the beginning of the and generalize thisknowledge 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 thedaily life of our classrooms, giving them a more constructive sense.
7	VANESSA CRISTINA DA SILVA KNOWING THE SUBATOMIC PARTICLES: TRAVELING TO THE INVISIBLE Advisor : ALEXSANDRO PEREIRA LIMA COMMITTEE MEMBERS : ALEXSANDRO PEREIRA LIMA PAULO HENRIQUE SOUSA DE OLIVEIRA FRANCISCO FRANCINÉ MAIA JÚNIOR Data: Jul 30, 2019 Show Abstract 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.
8	LUIS CARLOS NORONHA E SOUSA A PROPOSAL FOR A POTENTIALLY SIGNIFICANT EDUCATION UNIT ON UNIVERSAL RECORD FOR HIGH SCHOOL. Advisor : CARLOS CHESMAN DE ARAUJO FEITOSA COMMITTEE MEMBERS : CARLOS CHESMAN DE ARAUJO FEITOSA JEFFERSON SOARES DA COSTA THATYARA FREIRE DE SOUZA Data: Oct 17, 2019 Show Abstract 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.

2018

	Dissertations
1	RAFAELLA SAYONARA MARQUES FERREIRA VIDAL TEACHING OF THERMODYNAMICS THROUGH THE CONSTRUCTION OF MEASURING INSTRUMENTS OF METEOROLOGICAL VARIABLES AND OF THE MINI PORTABLE WEATHER STATION WITH ARDUINO Advisor : DEUSDEDIT MONTEIRO MEDEIROS COMMITTEE MEMBERS : DEUSDEDIT MONTEIRO MEDEIROS RONAI MACHADO LISBOA SUBENIA KARINE DE MEDEIROS Data: Jun 29, 2018 Show Abstract Teaching Thermodynamic principles for high school students is not easy, considering the difficulty of relating the daily life of the learner with academic knowledge in a meaningful way. In order to minimize the difficulties encountered in the teaching of thermodynamics, the present dissertation aims to propose a didactic manual for the creation of a mini portable meteorological station. Through the construction of this experiment it will be possible to study the thermodynamic state variables using Arduino as a monitoring platform. Initially a brief explanation of the teaching of thermodynamics will be presented as well as the techniques used in this work that served to corroborate the proposal of the product. Next, the construction of instruments that serve to make learning meaningful through experimentation and technology will be addressed. Next, the application of the teaching product will be presented at the Agnus Dei Educational Center. Finally, the conclusions of the present dissertation will be exposed, which will explain pretensions to continue the work with the addition of some sensors and it is suggested that this work be submitted to the publication in the journal of Physics teaching. At the end of the paper the reader will find two appendices. Appendix "A" will contain some photographic records of the project. In appendix "B" will contain the manual with the step-by-step construction of the mini portable weather station. This add-on will include a brief presentation of the hardware and software, the electronic connections required for assembly, and the code to give commands to the sensors and the Arduino Uno. With this material it is clear that anyone with computer basics will be able to assemble this equipment. Therefore, the practical and self-developed teaching produced significant results in the teaching and learning process.
2	ALLAN KARDEC DE PAIVA A strategy to study the concepts of Physics in High School Advisor : PAULO DANTAS SESION JUNIOR COMMITTEE MEMBERS : PAULO DANTAS SESION JUNIOR SAMYR SILVA BEZERRA JACOME GEOVANI FERREIRA BARBOSA Data: Jul 12, 2018 Show Abstract The present work deals with the use of games in the teaching of Physics, whose product is the Didactic Domino of Physics. Our expectation was to develop an educational product that favored learning the concepts of greatness and principles in Physics Teaching. The High School, currently, undergoes reforms that are advocated by the Brazilian Educational System. Full-time school, encouraging different methodologies, changing the school curriculum is now a fact that students and teachers need to deal with. The active and participative methodologies need to be of domain of the pedagogical teams and to be part of the planning of the teacher, so that the classes are more dynamic and there is greater involvement of the students. The Didactic Domino of Physics Game can be extended to all contents and themes of High School, but for the convenience of the school and the moment of the sequencing of the content taught, the subject Hydrostatic was contemplated. The game developed seven concepts: Density, Pressure, Buoyancy, Surface Tension, Stevin's Law, Pascal Principle, and Archimedes' Principle. We carried out an initial questionnaire with the students, which showed us some previous knowledge about the subject and the students' perception about the teaching of Physics, showing that despite having some notion of concepts, most of the students consider the contents of Physics important, but very complex and difficult to learn. After conception, modeling and application of the game with the students, we verified that the objectives were reached, surpassing our expectations regarding the ability to mobilize previous knowledge, develop collaborative and teamwork, and foster students' spontaneous research on the theme. In our conclusion, we affirm that the Didactic Domino of Physics Game is, therefore, a support material for teaching planning, which has a playful and easy to handle character, with simple rules, but which leads the student to memorize concepts, understanding from the verbalization of the concepts and answers of the real questions that relate theory and practice, favoring a meaningful learning, appropriate even for scientific literacy.
3	EMANUEL PEREIRA DE ARAÚJO "Holographic" Pyramid: an introduction to the study of optics in elementary school Advisor : MILTON THIAGO SCHIVANI ALVES COMMITTEE MEMBERS : MILTON THIAGO SCHIVANI ALVES CICLAMIO LEITE BARRETO CALISTRATO SOARES DA CAMARA NETO Data: Aug 22, 2018 Show Abstract We are at all times bombarded by new technologies that allow us many exploits, manyof them unimaginable decades ago. In this scenario, the film industry further enhancesthe popular imagination by displaying, for example, hypothetical interactive hologramsthrough science-fiction films and superheroes. In addition to the cinemas, we can alsomention the holograms in several other scenarios (awards events, marketing andelectoral campaigns, music shows, among others), some of which use devicescommonly known as "holographic" pyramids. These pyramids can provide the clearimpression that the viewer is observing a real and tangible object. However, asdiscussed in this dissertation, most of these references to holographic images aremistaken, that is, in addition to not being holograms in fact, they are just twodimensionalimages. This can generate excellent educational opportunities for thedebate on the themes of optical illusions and holograms, especially when we considerthe transition from the naive curiosity of the individual to an epistemological curiosity.In this way, we developed an educational product through a didactic sequence for theintroduction to the study of optics in elementary education. We take as a starting pointthe construction of a quadrangular "holographic" pyramid and investigate its physicalprinciple of functioning. The didactic sequence was structured according to the threepedagogical moments (initial problematization, organization of the knowledge andapplication of the knowledge) developed by Demétrios Delizoicov and that have freirianeducational bases. Through the application of the didactic sequence, we show the mainresults, obstacles, expectations and generate the final educational product includingsuggestions of applications in the other levels of schooling. Among the results achieved,we highlight playful aspects identified in the "holographic" pyramids that favored theintroduction of basic concepts of optics and mathematics in elementary education, aswell as immersion in several factors of scientific construction, such as the formulationand verification of hypotheses and the collection and interpretation of data.
4	MARCELO ANDRADE MASSUD A new daily life for Physics in high school: thebehavior of light Advisor : SAMYR SILVA BEZERRA JACOME COMMITTEE MEMBERS : JEFFERSON SOARES DA COSTA SAMYR SILVA BEZERRA JACOME THIAGO BRUNO RAFAEL DE FREITAS OLIVEIRA Data: Aug 23, 2018 Show Abstract In this work proposal we present an educational product where we emphasizethe concept of electromagnetic waves, grounding and measuring the speed oflight through an apparatus used in the daily life of students.We also explored thespontaneous conceptions to obtain a meaningful learning, for this a new daily lifewas created within the classroom itself. Tontent not normally explored in ourpublic schools can be understood by first year students of high school, this workwas carried out by a class of 40 students at the State School Professor FranciscoIvo Cavalcante in the first semester of 2018, this work is supported by a didacticsequence as well as in a conceptual text on the nature of light, the didacticsequence as an educational product is within the scope of this proposal.
5	JARDES MARTINS ALVES PHYSICS AND HISTORY: TORRICELLI EXPERIMENT Advisor : JULIANA MESQUITA HIDALGO FERREIRA COMMITTEE MEMBERS : CAROLINA GUAL DA SILVA CICLAMIO LEITE BARRETO JULIANA MESQUITA HIDALGO FERREIRA Data: Sep 10, 2018 Show Abstract In the last decades, there has been a consolidation of the defense of the didactic insertion of History and Philosophy of Science. Following this trend, textbooks have included in their scope some historical elements related to scientific content. Despite the intention to meet the demands of educational legislation in terms of historical contextualization, the lack of criteria and attention to the historiography of science ends up giving way to an inadequate insertion of historical-philosophical elements. These misconceptions translate, for example, into the formation of simplistic views about science. In this sense, the analysis of the content related to Torricelli's experiment in textbooks revealed several flaws and distortions. Based on the inadequacies observed, and on the other hand, based on reliable historiographic texts, three historical-philosophical narratives were developed for use in Basic Education. These narratives, which focus on the historical development of the concept of atmospheric pressure and, in particular, the Torricelli experiment, are part of a didactic sequence elaborated in order to collaborate with the teaching of the mentioned scientific subjects. The educational product was applied in regular high school classes in Natal public school, where it was satisfactory in relation to the desired teaching objectives.
6	MAXMYLLER REZENDE COSTA EVALUATION AND TEACHING OF SIMPLE HARMONICAL ONDULATORY, ACOUSTIC AND MOVEMENT USING MUSICAL CONTEXT AND TRAY SET Advisor : PAULO HENRIQUE SOUSA DE OLIVEIRA COMMITTEE MEMBERS : PAULO HENRIQUE SOUSA DE OLIVEIRA JEFFERSON SOARES DA COSTA TIBERIO MAGNO DE LIMA ALVES Data: Sep 17, 2018 Show Abstract This dissertation proposes to report the application of the product intended for the orientation of teachers in physics with regard to alternative conceptions of evaluation or even teaching the general concepts related to wave, acoustics or even Simple Harmonic Motion (MHS) through musical problematization and the aid and the playful methodology as the use of board game, according to the needs of the classes of students respecting the realities of each class. The proposal is that the teacher can have the aid of a simple, inexpensive, direct and easily applicable methodology for teaching-learning dynamics in a differentiated methodology of continuous assessment in the general context of physics teaching, but may also assist it in the process of problematization of the subjects. In this paper, I present a survey of what is proposed in some scientific articles about the problematic and relevance of these methodologies in game use in the ability to better assimilate a particular subject when the sense of participation and collective participants, continuing with a contextualisation about the relevance of the use of games for science teaching, as well as a brief theoretical basis on wave and acoustics, cuts chosen by me, through the application of the product and ending with the graphs of the results and the conclusions on the results achieved.
7	DENNY DAVIDSON DE ALMEIDA SILVA The use of a didactic electronic board as a tool to assist in the construction of knowledges about Photoelectric Effect in the 21st century Advisor : PAULO HENRIQUE SOUSA DE OLIVEIRA COMMITTEE MEMBERS : PAULO HENRIQUE SOUSA DE OLIVEIRA PAULO DANTAS SESION JUNIOR TIBERIO MAGNO DE LIMA ALVES Data: Sep 24, 2018 Show Abstract In the last decades our society has got an important change in relation to scientific and technological advances. However some of our students get advantage from these technological advances unconsciously and do not associate these to the knowledge acquired at school. Triggering Automatically a motor or lighting system and turning solar energy into electricity are examples of technological processes that are trivial in our students' daily lives. However, the 21st century school should not ignore the new challenges proposed by this new world configuration, so the teacher has the duty to develop habits and attitudes aiming an approximation between the school and the social and technological development in which the student is included. Therefore, the educational product constructed by the teacher in this work aims to associate content and daily in relation to the technological use of the photoelectric effect in the 21st century. The application of this product occurred in a high school first year class through four classes of 50 minutes. The first two classes happened through an expository and dialogical way, emphasizing the historical and algebraic part. The other two classes happened according to a didactic sequence based on the three pedagogical moments developed by Demétrio Delizoicov, which added using an interactive and dynamic way in the construction of the relation between the expository class (concept approached) and the use of the didactic tool (daily application ).
8	GEOGENES MELO DE LIMA THE STUDY OF SPECIAL RELATIVITY THROUGH THE THEORY OF SIGNIFICANT LEARNING Advisor : DEUSDEDIT MONTEIRO MEDEIROS COMMITTEE MEMBERS : DEUSDEDIT MONTEIRO MEDEIROS LUCIANA ANGÉLICA DA SILVA NUNES PAULO HENRIQUE SOUSA DE OLIVEIRA Data: Oct 4, 2018 Show Abstract The teaching units are, in general terms, didactic tools created to improve the teaching and learning process of a topic. The work developed here was the elaboration of a Potentially Significant Teaching Unit (PSTU), based on David Ausubel's theory of learning. His work is about the initial concepts taught to high school students about Albert Einstein's Special or Restricted Relativity. The PSTU: THE STUDY OF SPECIAL RELATIVITY THROUGH THE THEORY OF SIGNIFICANT LEARNING was conducted in two classes, composed by students, mostly from the second year of High School education and few students of undergraduate courses in Physics and Mathematics of the Institute of Education, Science and Technology of Rio Grande do Norte. Nevertheless, none of them had contact with this topic before. The PSTU was developed to discuss the relativity theory and proved to be successful, as evidenced by the analysis of the quantitative and qualitative results that were obtained and can be consulted in chapter 4 of this work. The differential of PSTU: The study of Special Relativity through the Theory of meaningful learning is the use of the Einstein TRE Application, developed to be applied during all the classes about Restricted Relativity, with no loss of knowledge, since it has a vies of teaching product and may be used, at the same time as the classes. However, it was presented to students in the final stage of the teaching unit.