Navegando por CNPq "CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA"

Agora exibindo 1 - 13 de 13

Acesso aberto (Open Access)
Aplicação da teoria de grupos magnéticos para guias de onda e cavidades ressonantes com meios magnéticos
(Universidade Federal do Pará, 2014-08-27) BEIRÃO, Antonio Thiago Madeira; DMITRIEV, Victor Alexandrovich; http://lattes.cnpq.br/3139536479960191
In this paper we apply the theory of magnetic groups in cross sections of waveguides square, rectangular and circular filled with ferrite or semiconductor material with different types of magnetization. These wave guides are structures used in microwave technology as phase shifters, cut-off switches and insulators. Similarly as done in waveguides with different symmetries, were analyzed and classified also resonant cavities with cubic and cylindrical paralelepípeda geometries using group theory magnetic. Considering waveguide sections with four doors and using group theory methods calculated to scattering matrix structure for these guides with different Symmetries and are discussed some of its properties. Furthermore, scattering matrices obtained TE0n modes are accurate and, from them, were calculated eigenvalues and eigenvectors of matrices. The results serve as theoretical reference to check the accuracy of numerical calculations in structures of waveguides.
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/5870609258842071
This 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.
Acesso aberto (Open Access)
Da World wide web às partículas elementares: sequência didática baseada no método DBR-TLS com vistas à alfabetização científica e técnica
(Universidade Federal do Pará, 2017-12-14) RODRIGUES-MOURA, Sebastião; RODRIGUES, Alexandre Guimarães; http://lattes.cnpq.br/6167368100687689; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
With the objective of contributing to the improvement of the practice of physics teaching in the middle school level, this research presents the production and application of a didactic sequence with six lessons aimed at the Modern and Contemporary Physics in high school, observing the elements of Scientific and Technical Literacy (STL) establishes Fourez (1994). The drafting was done by a team of professors-researchers, focusing on particle physics and the historical context of the creation of the World Wide Web (WWW), focusing on the fundamentals of Design Based Research (DBR), as established by Brown (1992) and Collins (1992), and the Teaching-Learning Sequences (TLS) following Lijnse (1995) and Mèheut & Psillos (2004). Both include the management of the whole process that involves applying and reapplying of cycles in which the proposed procedures are evaluated and reformulated. In relation to this sequence of specific teaching and learning, special attention was given to the aspects of internal coherence that are related to the perception of didactic intention by all participants of the survey. For this purpose, it proposes a set of elements-articulators and questioning as resources to provide a "backbone" noticeable throughout the TLS. In addition to the didactic sequence, build a "Didactic Guide" for teachers containing the minimum contents, guidelines for educational activities, the estimated time for each activity and relevant observations to support the discussion, orientation and pedagogical practice during class. Were also produced a board game and a school minicongress that may be potential scientific and technical education materials. This set consisting of didactic sequence and the guide, tutorial of the game and the minicongress, is product and by-products developed within the framework of educational research. As a pedagogical experience of application of that set, was developed in a public school in a municipality of the northeastern of Pará about 150 km from the capital, involving some 30 students of the third year of high school, between the months of january to march, 2016. During this experience, were registered relevant occurrences in a journal of teaching and students, gathered in six teams, produced webportfolios under my guidance. These two instruments composed the empirical material that analyzed the light of STL reference and the guidelines of the Discursive Textual Analysis (DTA) based on Moraes & Galiazzi (2011). Thus, sought to answer the following research question: How the implementation of a didactic sequence about particle physics can stimulate scientific and technical literacy? The empirical material of the research with qualitative approach, notably the teaching and the journal web-portfolios, and considering also the references in STL, were identified five axes of analysis: (1) the World Wide Web and the Internet are technical applications with distinct functionality; (2) The "absolute truths" in science; (3) All financial investment in scientific research is necessary for society; (4) The Brazil and interests around the CERN/LHC; and, (5) Investments, new particles and the challenges of scientific discoveries. The analysis of students' production, it was particularly applied the method of DTA, showed technical and scientific elements, etymological, historical, epistemological, mass media, scientific-technological, financial, technological, social, economic, socio-political, according to the characteristics of the STL approach, which constituted in categories of analysis related to five axes already mentioned. The analysis showed good quality in the production of the students and their involvement in the proposal, beyond the expected in this level of education. In this sense, at least ten elements of the STL have been identified in the speeches of the students face the motivation of the didactic proposal. In addition, these elements were applicants in web-portfolios of various groups, which reinforces the expectation that a didactic sequence properly planned can promote aspects of the STL. Only the etymological aspect was identified in one group, which is justified for this be a more elaborate element. So, the questions presented in each lesson, the moments of questioning and the creation of a blog as a space for discussion and collaboration proved as appropriate strategies for the development of the STL and contribute to compose an answer to the research question. The achievements under this research stimulate the dissemination of production and the use of didactic sequences in high school seeking to meet the expectations of efficiency and diversification of strategies that compete for the improvement of this level of education.
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 Moysés
The 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.
Acesso aberto (Open Access)
Divulgação científica na Amazônia: o laboratório de demonstrações da UFPA
(Universidade Federal do Pará, 2017-01) CALDAS, Jocasta; CRISPINO, Luís Carlos Bassalo
Science communication has a key role in democratizing the access to knowledge. In the last decades, many scientific diffusion initiatives emerged and developed in a process of expansion of institutions and investments. In the Brazilian Amazonia, the number of science communication actions is far less than what would be necessary to satisfactorily contemplate its vast territorial extension. The Demonstrations Laboratory of the Federal University of Pará, founded in 2004, has acted as a science center aiming the advancement of scientific literacy in the Brazilian Amazonia, as well as the dissemination and popularization of science and technology. We present the activities of this Demonstrations Laboratory over more than a decade of operation and the impact of its educational and science communication actions carried out in the Brazilian Amazonia.
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/5870609258842071
The 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.
Acesso aberto (Open Access)
O estudo do movimento browniano com material de baixo custo
(Universidade Federal do Pará, 2017-07) PEREZ, Silvana; MAIA, Noel das Chagas; NASCIMENTO, Cristovão Silva; CASTRO, Bárbara Fernandes do Nascimento
The study of Brownian motion is seen in modern physics disciplines of undergraduate courses in physics, following a theoretical or laboratory approach, in this case usually involving reasonably sophisticated equipment. This work describes a proposal for the implementation of the experiment in high school, designed and developed by students of the last semester of the night course of licentiate in Physics of the Federal University of Para, as part of the activities of a discipline of Statistical Physics. The ease of assembly of the experiment, combined with the use of computational technologies to analyze the results, makes the technique easily implemented in high school, enabling the student to discuss historical aspects of the development of atomic models, as well as to perform the experimental measurement of the number of Avogrado, usually seen in Chemistry, in a mechanized way.
Acesso aberto (Open Access)
Expedição norte-americana e iconografia inédita de Sobral em 1919
(Universidade Federal do Pará, 2017-06) CRISPINO, Luís Carlos Bassalo; LIMA, Marcelo Costa de
We report on the observations in Brazil related to the total solar eclipse of May 29th, 1919, giving emphasis to the less known expedition organized by the Carnegie Institution, leaded in Brazil by the American Daniel Maynard Wise. We exhibit a selection of unpublished photographies obtained by Wise during his stay in Brazil.
Acesso aberto (Open Access)
Explorando história da ciência na Amazônia: o Museu Interativo da Física
(Universidade Federal do Pará, 2016-08) CALDAS, Jocasta; LIMA, Marcelo Costa de; CRISPINO, Luís Carlos Bassalo
In 2008, professors and students of the Physics Department of the Federal University of Pará realized a pioneering initiative for the dissemination of the History of Science in the Brazilian Amazonia. This initiative, named Physics Interactive Museum, started to act in partnership with the Amazonian community, its governmental organizations, other universities, state and municipal schools of the Pará State aiming to collaborate with the enhancement of the quality of science education in the region. We present the activities of the Physics Interactive Museum and the impact of its participation in the dissemination of History of Science in the Brazilian Amazonia.
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/5100592138044970
The 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.
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/3199659904537033
In 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.
Acesso aberto (Open Access)
Sobre a representação mecânica das forças elétrica, magnética e galvânica, de William Thomson: uma leitura comentada
(Universidade Federal do Pará, 2017-03) LIMA, Marcelo Costa de; COSTA, R. S.
We present and comment the homonimous article originally published by William Thomson, in 1847, in which the author explores the analogy between the estates of deformation in an elastic solid and the configurations of Faraday's lines of force. In this article Thomson has introduced for the first time the magnetic potential vector, associated in this context with rotational deformations in the solid. We present as well, the historical context in which Thomson's original paper has been conceived.
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/1265908866509687
This 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.