Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
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Item Acesso aberto (Open Access) CTS e a modelagem matemática na formação de professores de física(Universidade Federal do Pará, 2007) MOUTINHO, Pedro Estevão da Conceição; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071This study is about a research among research-teacher, physics teacher and his class of licenciatura in the Centro Federal de Educação Tecnológica do Pará - CEFETPA, composed of 32 students in witch was used CTS Trend and the Mathematical Modeling as environment for formation of physics teachers. It is about participant research, in the modality narrative, with objective to register and analyze the actions and the register of the characters of the research. Six activities with the objective of collect data to answer the problem proposal in this investigation were planned. These data had been registered trough film, writing from the students and writing from the research-teacher. In the analyzes of the results, it is conclude of the environment proportionate by the CTS Trend and by Mathematical Modeling, trough the experimentation, are necessary for formation of a differentiated teacher, who wants to give meaning to the learning of his future students, because in the speech of these perceives the necessities that these student have to know other methodologies of teaching / learning in substitution of the Cartesian mechanical methodology that they coexisted during all basic and middle formation. Therefore this work began discussing about the evolution of the scientific method, later about the CTS Trend, the didactic book proposes and the Mathematical Modeling. After that, the experimental activities using theses methodologies proposals. In this direction, is perceptive that these students, future teachers, will former pupils prepared to exert your citizenship, with the aid of the CTS Trend and Mathematical Modeling.Item Acesso aberto (Open Access) A Dimensão subjetiva da aprendizagem de professores de física nas ações pedagógicas(Universidade Federal do Pará, 2023-09-26) YANO, Victtor Takeshi Barreiros; ALVES, José MoysésThe present research, conducted within the framework of the Subjectivity Theory, Qualitative Epistemology, and Constructive-Interpretative Methodology, aimed to comprehend the subjective configuration of the learning action of two physics teachers in the early years of their professional practice. It posits the thesis that teachers, in the initial years of their professional engagement, draw upon subjective, relational, and operational resources developed in prior moments while also developing new resources as they learn to confront current challenges. The investigation took place in a private school in Belém/PA, and instruments employed for engaging in dialogue with the two teachers included observations, questionnaires, sentence completions, essays, and informal conversations. Based on the gathered information, indicators and hypotheses were constructed regarding the subjective meanings produced in the teachers' life history, those associated with the social subjectivity of the school and other training contexts, and the subjective meanings produced during pedagogical action. The hypotheses facilitated the construction of a theoretical model, encompassing the tension caused by the onset of professional engagement and the pandemic; the need to develop subjective, relational, and operational resources to cope with the new demands of remote teaching; the occurrence of necessary learning to produce teaching that motivates students and facilitates their learning, for which subjective, relational, and operational resources developed during the initial training years, especially in internships, were mobilized; as well as the emergence of subjective development configuration resulting from subjective productions related to the master's degree and professional practice, leading to different professional decisions for the two teachers.Item Acesso aberto (Open Access) Ensino de física pela comparação entre experimento e modelo teórico com uso da modelagem matemática(Universidade Federal do Pará, 2015-10-22) SILVA NETO, Manoel Januário da; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071The teaching of experimental disciplines of physics has been carried out with the use of manual or experiences of scripts. This approach has proven unsuitable for learning physical concepts by students. In view of this, this thesis aimed to carry out a study of a teaching strategy based on Thomas Kuhn's ideas and adapted by Zylbersztajn (1991) and Arruda; Silva and Laburú (2001) of normal science in the classroom, using mathematical modeling and emphasis on experimental concepts, laws and theories. The survey was conducted with a group of students in higher courses of Civil Engineering and a Degree in Natural Sciences; investigative analyzes were performed using a mixed approach (qualitative and quantitative), with which it was possible to confirm the model assumption. Despite some considerations relating to its application, this approach proved to be suitable for teaching and learning content of experimental disciplines of Physics.Item Acesso aberto (Open Access) Obstáculos epistemológicos no estudo do calor(Universidade Federal do Pará, 2004-10-30) RIBEIRO, Elinete Oliveira Raposo; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970The intention of this work is to identify epistemological obstacles in the process of construction of related physical concepts to the heat, from the epistemology of Gaston Bachelard. The research was developed, having as public target, students of third series in the average education of a public school of Belém. For the identification of epistemological obstacles, a questionnaire of opened answers was elaborated, which was applied, first in a group, objectifying the validation of the inquiry instrument. This test, guided the reformulation of the questionnaire for future application in other groups. The answers make possible three different strategies of analysis: in the first one it was focused presence of epistemological obstacles without restricting students or questions, from which it was identified the presence of substantiality obstacle, first experience, verbal, realistic and animistic common knowledge; second it was guided to detect epistemological obstacles disclosed by each student, in all the set of questions, where we verify the presence of at least one epistemological obstacle in the set of answers of each student; third it searched to relate each question (topical) with the corresponding epistemological obstacles, where we verify that the obstacles of the first and substantiality experience were present in answers of almost all the boarded topics, and the obstacles of, verbal, realistic and animistic the common knowledge, are present in lesser frequency. In the attempt to contribute with the improvement of Physics Education, the work shows some suggestions to the theacher, searching the overcoming of these obstacles for the students.Item Acesso aberto (Open Access) A prática de ensino de física no ensino médio e o conceito de proporcionalidade: conexão fundamental na construção e (re)construção de conhecimentos(Universidade Federal do Pará, 2009-11-16) SILVA, Luís Carlos da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033In this work we reflect on the difficulties of teachers and students about teaching and learning of physics in high school. Built on the Theory of Anthropological Didactic (TAD) Yves Chevallard, this dissertation aims to point the way for the construction of new (s) praxeology (s) to consider (re) connect / integrate the various contents of physics, especially the first year of high school, and those with mathematics, recalling in particular the concepts of proportionality, to assist in understanding the physical phenomena observed in everyday life. Through semistructured interviews with five (5) teachers who teach physics in secondary in Sao Miguel do Guama-Pa, we sought to understand what kind of relationship they establish between physics and the concepts of proportionality (and the rule of three with algebra) to establish connections with the physical phenomena. Through analysis of interviews revealed that the relationship between physics and mathematics, with the intention to understand the physical phenomena, is not a common practice in the teaching of physics teachers in high school.Item Acesso aberto (Open Access) A transposição didática no ensino de física: o aquecimento global como objeto de estudo(Universidade Federal do Pará, 2013-05-22) SILVA, Edilene da Silva e; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687This research aims to highlight the epistemological model which is adopted by professor of Physics at the approach to the topic Global Warming (GW) classes in the second year of high school. In this perspective, it has been the main objective is to investigate how the internal didactic transposition of the theme GW in physics teaching within the teaching practice, looking for the answer to the following question: How physics teachers conceive epistemological models relating to GW? For this we use a qualitative approach with a case study with eyes on three physics teachers who teach in public schools in the city of Fortaleza. Data collection used the questionary, semistructured interview and finally the observation of lessons. Data analysis was complemented by the school adopted textbooks and didactic materials used by teachers. These analyses revealed that the knowledge of physics and design of epistemological models belong to the praxeological dimension of each teacher as epistemological models Natural and Anthropogenic GW influence the characterization of teaching models. These models are born in each text knowledge achieved in the classroom. The textbooks do not determine the upper bound of the form role models in class and yes, contribute to the formation of physical models. On the other hand, there is the possibility of redeeming features of the two epistemological models when discussing the issue of natural climate GW associated to human action, and that means to say that there is a correlation opinions seeking answers in two models epistemological reference and ending on the issue of global warming prove to be the reason for global warming in praxeology teachers research subjects.