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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Uso da metodologia de projetos visando uma aprendizagem significativa de F?sica: estudo contextualizado das propriedades do solo. / Using the methodology of projects for a meaningful learning of Physics. Contextualized study of soil properties.

Lima, Ananias de Oliveira 28 February 2010 (has links)
Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-05-09T12:45:23Z No. of bitstreams: 1 2010 - Ananias de Oliveira Lima.pdf: 5673141 bytes, checksum: c85c1dd5947492ba2e6f14cf595a0a03 (MD5) / Made available in DSpace on 2018-05-09T12:45:24Z (GMT). No. of bitstreams: 1 2010 - Ananias de Oliveira Lima.pdf: 5673141 bytes, checksum: c85c1dd5947492ba2e6f14cf595a0a03 (MD5) Previous issue date: 2010-02-28 / The objective of this research was to evaluate the effectiveness of methodology of projects in the context of the concepts of physics in the teaching of Soil Science, arousing interest in the scientific research while working as a team, contributing for the education of the student and promoting a meaningful learning. Such research is warranted because the contemporary pedagogical proposals must have a focus on new meaning of education, centered on the idea that education means preparing the individual to meet personal needs and desires of a society in constant transformation. Unfortunately, most schools have established a methodology represented by the traditional lecture, in whose model the teacher conveys to the student the content through the verbal exposition of the subject, exercises of memorization and retention. However, for learning to be meaningful it becomes necessary for one school with previous experience of students, allowing the formulation and solution of problems that encourage the construction of knowledge. The traditional methodology of physics has not met the goal of educating the young for the exercise of technical and scientific activities, being disconnected from the vocational subjects, therefore, does not attract the interest of the student, being unable to stimulate development skills of teamwork. In this sense, it is believed that the teaching-learning process could be enhanced with the implementation of interdisciplinary activities in order to understand concepts in physics laboratory activities in their professional practice. The research was conducted at IFES Campus Santa Teresa with a group of students from the Technical Course on Integrated Agricultural High School, enrolled in physics, consisting of 24 students. Initially, the students participated in educational activities of conceptual physics, and the theme generator design methodology was selected as the objective of developing an interdisciplinary and contextualized, referring to the concepts of soil. Following these concepts were used to carry out laboratory activities using the equipment available for the determination of texture, density, humidity and porosity of the soil samples, which resulted in completing reports. Students planned activities, preparing reports on their group, to determine the density, humidity and porosity of the fields according to the standard reports. Throughout this study, it was observed that the methodology allowed a greater interest by students, demonstrated by enthusiasm during the development of activities. It also promoted a better understanding of the concept of soil and a contextualized view of the behavior of soil water in the face of the texture features and their correlations with the physical quantities such as mass, density, velocity and humidity studied in high school. Project activities also allowed students to experience teamwork, allowing them to interact with equipment and materials, acquiring skills and acquire skills that only work on a project using the methodology. / The objective of this research was to evaluate the effectiveness of methodology of projects in the context of the concepts of physics in the teaching of Soil Science, arousing interest in the scientific research while working as a team, contributing for the education of the student and promoting a meaningful learning. Such research is warranted because the contemporary pedagogical proposals must have a focus on new meaning of education, centered on the idea that education means preparing the individual to meet personal needs and desires of a society in constant transformation. Unfortunately, most schools have established a methodology represented by the traditional lecture, in whose model the teacher conveys to the student the content through the verbal exposition of the subject, exercises of memorization and retention. However, for learning to be meaningful it becomes necessary for one school with previous experience of students, allowing the formulation and solution of problems that encourage the construction of knowledge. The traditional methodology of physics has not met the goal of educating the young for the exercise of technical and scientific activities, being disconnected from the vocational subjects, therefore, does not attract the interest of the student, being unable to stimulate development skills of teamwork. In this sense, it is believed that the teaching-learning process could be enhanced with the implementation of interdisciplinary activities in order to understand concepts in physics laboratory activities in their professional practice. The research was conducted at IFES Campus Santa Teresa with a group of students from the Technical Course on Integrated Agricultural High School, enrolled in physics, consisting of 24 students. Initially, the students participated in educational activities of conceptual physics, and the theme generator design methodology was selected as the objective of developing an interdisciplinary and contextualized, referring to the concepts of soil. Following these concepts were used to carry out laboratory activities using the equipment available for the determination of texture, density, humidity and porosity of the soil samples, which resulted in completing reports. Students planned activities, preparing reports on their group, to determine the density, humidity and porosity of the fields according to the standard reports. Throughout this study, it was observed that the methodology allowed a greater interest by students, demonstrated by enthusiasm during the development of activities. It also promoted a better understanding of the concept of soil and a contextualized view of the behavior of soil water in the face of the texture features and their correlations with the physical quantities such as mass, density, velocity and humidity studied in high school. Project activities also allowed students to experience teamwork, allowing them to interact with equipment and materials, acquiring skills and acquire skills that only work on a project using the methodology. / O objetivo da pesquisa foi avaliar a efic?cia da metodologia de projetos na contextualiza??o dos conceitos de F?sica no ensino da Ci?ncia do Solo, despertando o interesse pela pesquisa cient?fica ao trabalhar em equipe, contribuindo na forma??o integral do aluno e promovendo uma aprendizagem significativa. Tal pesquisa se justifica porque as propostas pedag?gicas contempor?neas precisam ter em foco um novo sentido da educa??o, centrado na id?ia de que educar significa preparar o indiv?duo para responder ?s necessidades pessoais e aos anseios de uma sociedade em constante transforma??o. Infelizmente, na maioria das escolas, vigora a metodologia tradicional representada pela aula expositiva, em cujo modelo o professor passa para o aluno o conte?do, atrav?s da exposi??o verbal da mat?ria, de exerc?cios de memoriza??o e fixa??o. Entretanto, para que a aprendizagem seja significativa torna-se necess?ria uma rela??o escolar com as experi?ncias anteriores dos alunos, permitindo a formula??o e resolu??o de problemas que incentivam a constru??o do saber. No ?mbito da F?sica a metodologia tradicional n?o tem atendido ao objetivo de formar o jovem para o exerc?cio de atividades t?cnicas e cient?ficas, mostrando-se desconectada das disciplinas de forma??o profissional, consequentemente n?o atrai o interesse do estudante, sendo incapaz de estimular o desenvolvimento de habilidades de trabalho em equipe. Neste sentido, acredita-se que o processo ensino-aprendizagem poderia ser aprimorado com a realiza??o de atividades interdisciplinares visando a compreens?o de conceitos de F?sica nas atividades laboratoriais em sua pr?tica profissional. O ensaio experimental foi realizado no IFES Campus Santa Teresa com uma turma de alunos do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, matriculados na disciplina de F?sica, constitu?da por 24 alunos. Inicialmente os alunos participaram de atividades pedag?gicas conceituais de f?sica, sendo que o tema gerador da metodologia de projetos foi selecionado como o intuito de desenvolver um trabalho interdisciplinar e contextualizado, referente aos conceitos de solo. A seguir tais conceitos foram empregados na realiza??o de atividades de laborat?rio empregando os equipamentos dispon?veis para a determina??o da textura, densidade, umidade e porosidade total das amostras de solo, que resultaram no preenchimento de relat?rios. Os alunos planejaram as atividades, elaborando seus relat?rios em grupo para determinar a densidade, a umidade e a porosidade das ?reas experimentais de acordo com o padr?o de relat?rios. Ao longo da pesquisa foi poss?vel perceber que a metodologia utilizada possibilitou maior interesse dos alunos, demonstrado pelo entusiasmo pelas atividades desenvolvidas. Tamb?m promoveu um melhor entendimento do conceito de solo e uma vis?o contextualizada do comportamento da ?gua no solo em face das caracter?sticas da textura e de suas correla??es com as grandezas f?sicas como massa, densidade, velocidade e umidade estudadas no Ensino M?dio. As atividades do projeto ainda possibilitaram aos alunos a viv?ncia do trabalho em equipe, permitindo que eles interagissem com equipamentos e materiais, adquirindo habilidades e compet?ncias que somente adquiririam em um trabalho utilizando a metodologia de projetos. / O objetivo da pesquisa foi avaliar a efic?cia da metodologia de projetos na contextualiza??o dos conceitos de F?sica no ensino da Ci?ncia do Solo, despertando o interesse pela pesquisa cient?fica ao trabalhar em equipe, contribuindo na forma??o integral do aluno e promovendo uma aprendizagem significativa. Tal pesquisa se justifica porque as propostas pedag?gicas contempor?neas precisam ter em foco um novo sentido da educa??o, centrado na id?ia de que educar significa preparar o indiv?duo para responder ?s necessidades pessoais e aos anseios de uma sociedade em constante transforma??o. Infelizmente, na maioria das escolas, vigora a metodologia tradicional representada pela aula expositiva, em cujo modelo o professor passa para o aluno o conte?do, atrav?s da exposi??o verbal da mat?ria, de exerc?cios de memoriza??o e fixa??o. Entretanto, para que a aprendizagem seja significativa torna-se necess?ria uma rela??o escolar com as experi?ncias anteriores dos alunos, permitindo a formula??o e resolu??o de problemas que incentivam a constru??o do saber. No ?mbito da F?sica a metodologia tradicional n?o tem atendido ao objetivo de formar o jovem para o exerc?cio de atividades t?cnicas e cient?ficas, mostrando-se desconectada das disciplinas de forma??o profissional, consequentemente n?o atrai o interesse do estudante, sendo incapaz de estimular o desenvolvimento de habilidades de trabalho em equipe. Neste sentido, acredita-se que o processo ensino-aprendizagem poderia ser aprimorado com a realiza??o de atividades interdisciplinares visando a compreens?o de conceitos de F?sica nas atividades laboratoriais em sua pr?tica profissional. O ensaio experimental foi realizado no IFES Campus Santa Teresa com uma turma de alunos do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, matriculados na disciplina de F?sica, constitu?da por 24 alunos. Inicialmente os alunos participaram de atividades pedag?gicas conceituais de f?sica, sendo que o tema gerador da metodologia de projetos foi selecionado como o intuito de desenvolver um trabalho interdisciplinar e contextualizado, referente aos conceitos de solo. A seguir tais conceitos foram empregados na realiza??o de atividades de laborat?rio empregando os equipamentos dispon?veis para a determina??o da textura, densidade, umidade e porosidade total das amostras de solo, que resultaram no preenchimento de relat?rios. Os alunos planejaram as atividades, elaborando seus relat?rios em grupo para determinar a densidade, a umidade e a porosidade das ?reas experimentais de acordo com o padr?o de relat?rios. Ao longo da pesquisa foi poss?vel perceber que a metodologia utilizada possibilitou maior interesse dos alunos, demonstrado pelo entusiasmo pelas atividades desenvolvidas. Tamb?m promoveu um melhor entendimento do conceito de solo e uma vis?o contextualizada do comportamento da ?gua no solo em face das caracter?sticas da textura e de suas correla??es com as grandezas f?sicas como massa, densidade, velocidade e umidade estudadas no Ensino M?dio. As atividades do projeto ainda possibilitaram aos alunos a viv?ncia do trabalho em equipe, permitindo que eles interagissem com equipamentos e materiais, adquirindo habilidades e compet?ncias que somente adquiririam em um trabalho utilizando a metodologia de projetos.

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