Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-11T22:58:17Z No. of bitstreams: 1 dissertacao final com ficha Antonio Marcos.pdf: 14138407 bytes, checksum: ee18b48514535419016b61db2dcfc4f3 (MD5) / Made available in DSpace on 2018-07-11T22:58:17Z (GMT). No. of bitstreams: 1 dissertacao final com ficha Antonio Marcos.pdf: 14138407 bytes, checksum: ee18b48514535419016b61db2dcfc4f3 (MD5) Previous issue date: 2018-02-19 / The phenomenon of the tides has aroused the curiosity of mankind for thousands of years, and with this has emerged over time several explanations for such phenomenon. This work goes into this perspective of talking about the tides, based on the conceptions presented by two groups of students studying in different regions, one group residing in the Bay of Camamu and experiencing this phenomenon almost daily and the second group is in a coast region called Vale do Jiquiri?a in the municipality of S?o Miguel das Matas city. All students answered a questionnaire with personal questions and about computer science, gravitation and tidal phenomena. The issues were analyzed and discussed. Subsequently interventions were made using a website, developed during the research entitled "Universo na escola" (educational product), with activities related to the themes present in the initial questionnaire, allowing students to interact with the object of study / O fen?meno das mar?s tem despertado a curiosidade da humanidade h? milhares de anos, e com isso surgiu ao longo do tempo v?rias explica??es para tal fen?meno. Este trabalho entra nesta perspectiva de falar sobre as mar?s, tendo como base as concep??es apresentadas por dois grupos de estudantes que estudam em regi?es diferentes, sendo que um grupo reside na Baia de Camamu e vivenciam este fen?meno quase que diariamente e o segundo grupo est? em uma regi?o afastada do litoral chamada de Vale do Jiquiri?a no munic?pio de S?o Miguel das Matas. Todos os estudantes responderam um question?rio com quest?es pessoais e sobre inform?tica, gravita??o e fen?meno das mar?s. As quest?es foram analisadas e discutidas. Posteriormente foram feitas interven??es utilizando-se um site, desenvolvido ao longo da pesquisa intitulado ?Universo na escola? (produto educacional), com atividades relacionadas aos temas presentes no question?rio inicial, possibilitando que os estudantes interagissem com o objeto de estudo

Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-11T22:28:24Z No. of bitstreams: 1 TFC - MARCELO LAGO ARA?JO.pdf: 15427093 bytes, checksum: 0f71c2c794a5b17a6bd6de1c0dedb9df (MD5) / Made available in DSpace on 2018-07-11T22:28:24Z (GMT). No. of bitstreams: 1 TFC - MARCELO LAGO ARA?JO.pdf: 15427093 bytes, checksum: 0f71c2c794a5b17a6bd6de1c0dedb9df (MD5) Previous issue date: 2017-12-21 / With Radio Astronomy we can study the Universe through the radio waves that reach us, taking advantage of the windows of atmospheric observation. It is an Astronomy branch that covers the development of new technologies for the capture, detection, storage and analysis of immense amounts of data. In a scenario of several technological innovations, the scientific developments from Radio Astronomy have an impact on other fields of knowledge. The study of this Science is a pertinent resource for the teaching of components of Physics, in an interdisciplinary way. Before proposing the Educational Products, with Radio Astronomy as its theme, it was necessary to experience its practical aspects, from the construction of prototypes to radioastronomical observations with experimental radio telescopes, such as Radio Jove. Field experiences have become a practice that can be adopted by other teachers. They provided knowledge for the development of the proposed Educational Products: Hertz Experiment, Adapted Galena Radio, Io-Jupiter Simulator, Pulsar Simulator, Ku Band Radio Telescope, RCFM Simulator, Teacher Workshop and Website, repository of Educational Product guides. They also collaborated on the developed methodology that includes the proposal of classroom application with the use of Conceptual Maps and V Diagrams, for diagnosis, evaluation and conduction of the experiments. The products were tested and evaluated qualitatively, from their application in events of scientific dissemination in formal and non-formal teaching environments. In these evaluations, they obtained a positive qualification that indicates their relevance to the promotion of meaningful learning, based on the items analyzed / Com a Radioastronomia podemos estudar o Universo por meio das ondas de r?dio que chegam at? n?s, aproveitando as janelas de observa??o atmosf?rica. ? um ramo da Astronomia que abrange o desenvolvimento de novas tecnologias para a capta??o, detec??o, armazenamento e an?lise de imensas quantidades de dados. Num cen?rio de diversas inova??es tecnol?gicas, os desenvolvimentos cient?ficos oriundos da Radioastronomia t?m impacto em outros campos do saber e o estudo desta Ci?ncia ? um recurso pertinente para o Ensino de componentes da F?sica, em car?ter interdisciplinar. Antes de propor os Produtos Educacionais, tendo a Radioastronomia como tema, foi necess?rio vivenciar seus aspectos pr?ticos, desde a constru??o de prot?tipos ?s observa??es radioastron?micas com radiotelesc?pios experimentais, como o Radio Jove. As viv?ncias em campo se constitu?ram numa pr?tica que pode ser adotada por outros professores. Forneceram conhecimentos para o desenvolvimento dos Produtos Educacionais propostos: Experimento de Hertz, R?dio de Galena Adaptado, Simulador de Io-J?piter, Simulador de Pulsar, Radiotelesc?pio Banda Ku, Simulador RCFM, Oficina para Professores e o s?tio na Internet, reposit?rio dos roteiros dos Produtos Educacionais. Tamb?m colaboraram para a metodologia desenvolvida que inclui a proposta de aplica??o em sala de aula com a utiliza??o de Mapas Conceituais e Diagramas em V?, para diagn?stico, avalia??o e condu??o dos experimentos. Os produtos foram testados e avaliados qualitativamente, a partir de sua aplica??o em eventos de divulga??o cient?fica em ambientes formais e n?o formais de ensino. Nestas avalia??es, obtiveram qualifica??o positiva que indica a sua relev?ncia para a promo??o da aprendizagem significativa, a partir dos itens analisados

Dois filtros interferenciais, de 208 e 37 A centrados em Hα forma usados para definir um sistema padrão baseado em 168 estrelas brilhantes distribuídas uniformemente pelo hemisfério celeste sul, de tipos espectrais entre B0 e G5 e de classes I a V. / Two Hα-interference filters with half-widht of 208 and 37 A were used to define a standard system of 168 bright stars uniformly distributed in the northern sky, with spectral types from B0 to G5 and classes I to V.

Dois filtros interferenciais, de 208 e 37 A centrados em Hα forma usados para definir um sistema padrão baseado em 168 estrelas brilhantes distribuídas uniformemente pelo hemisfério celeste sul, de tipos espectrais entre B0 e G5 e de classes I a V. / Two Hα-interference filters with half-widht of 208 and 37 A were used to define a standard system of 168 bright stars uniformly distributed in the northern sky, with spectral types from B0 to G5 and classes I to V.

Dois filtros interferenciais, de 208 e 37 A centrados em Hα forma usados para definir um sistema padrão baseado em 168 estrelas brilhantes distribuídas uniformemente pelo hemisfério celeste sul, de tipos espectrais entre B0 e G5 e de classes I a V. / Two Hα-interference filters with half-widht of 208 and 37 A were used to define a standard system of 168 bright stars uniformly distributed in the northern sky, with spectral types from B0 to G5 and classes I to V.