Orientador: Prof. Dr. Marcelo Oliveira da Costa Pires / Dissertação (mestrado) - Universidade Federal do ABC, Mestrado Nacional Profissional em Ensino de Física - MNPEF, 2017. / Os estudantes de Ensino Médio tem como discurso relacionar as ondas eletromagnéticas como sendo a luz nas aulas de Física e nas diversas situações do cotidiano. Porém não é claro para o interlocutor se essa associação é de fato um fruto de um pensamento racional ou de um pensamento incorporado pela repetição. Para qualificar e quantificar essa diferença, propomos uma sequência didática assistida por três experimentos que mostram a associação da onda eletromagnética com a luz. Essa intervenção didática é baseada nos três momentos pedagógicos sugerido por Delizoicov, Angotti e Pernambuco por ser uma ferramenta im de ser um instrumento para a dialogicidade entre o professor e os alunos. Sugerimos a aplicação dessa proposta aos alunos do segundo ano do ensino médio. Esperamos que após a aplicação desse produto, o conceito de onda eletromagnética e sua relação com a luz visível e não visível seja quantificado e qualificado. / The students of High School has like discourse to relate the electromagnetic waves like being the light in the classes of Physics and in the diverse situations of the quotidian. But it is not clear to the interlocutor whether this association is in fact a fruit of a rational thought or a thought embodied by repetition. To qualify and quantify this difference, we propose a didactic sequence assisted by three experiments that show the association of the electromagnetic wave with light. This didactic intervention is based on the three pedagogical moments suggested by Delizoicov, Angotti and Pernambuco as an important tool and an excellent strategy for systematizing learning, as well as being an instrument for dialogue between teacher and students. We suggest the application of this proposal to the students of the second year of high school. We hope that after the application of this product, the concept of electromagnetic wave and its relation with visible and non-visible light will be quantified and qualified.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-01T18:39:34Z No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Approved for entry into archive by Renata Lopes (renatasil82@gmail.com) on 2018-11-06T13:35:47Z (GMT) No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Made available in DSpace on 2018-11-06T13:35:47Z (GMT). No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) Previous issue date: 2018-08-24 / Este trabalho tem a finalidade de propor uma sequência didática, com abordagem histórico-filosófica, utilizando-se de experimentos e demonstrações históricas na introdução de conceitos do eletromagnetismo no Ensino Médio. Através desta sequência didática, apresenta-se aos estudantes do Ensino Médio o conceito de ondas eletromagnéticas, numa dinâmica histórica que inclui discussões a respeito da natureza da ciência. O experimento histórico escolhido didaticamente como central é o experimento demonstrativo de Oliver Lodge, que projetou um sistema efetivo de recepção das ondas eletromagnéticas cuja principal inovação foi o emprego do coesor no lugar da antena de Hertz. Nessa dissertação, assume-se uma perspectiva pedagógica que se aproxima da Pedagogia Histórico-Crítica (PHC) na medida em que considera a difusão dos conteúdos, vivos e atualizados e a transmissão de conhecimentos historicamente acumulados pela humanidade, tarefas centrais da Educação. Constatamos uma afinidade entre a PHC e o ensino de ciências e concluímos que o referencial da PHC pode subsidiar o uso da História e da Filosofia da Ciência no ensino de ciências. Por fim, apresenta-se um relato e avaliação do desenvolvimento e aplicação efetiva da sequência didática proposta em sala de aula. O Produto Educacional desenvolvido neste trabalho de mestrado consiste na sequência didática e sua descrição, dos textos e questionários utilizados nas aulas e do texto de apoio ao professor. / This work has the goal of proposing a didactic sequence, with historical-philosophical approach, using experiments and historical demonstrations in the introduction of electromagnetism concepts in High School. Through this didactic sequence, the students of high school are presented to the concept of electromagnetic waves, in a historical dynamic that includes discussions about the nature of science. The historical experiment chosen didactically as central is the Oliver Lodge's demonstrative experiment, which designed an effective system for receiving electromagnetic waves whose main innovation was the use of the coesor instead of the Hertz’s antenna. In this dissertation, is assumed a pedagogical perspective that approaches the Historical-Critical Pedagogy (PHC) insofar as it considers the dissemination of live and up-to-date contents and the transmission of knowledge historically accumulated by humanity, central tasks of Education. We verified an affinity between the PHC and the Science Teaching and we concluded that the PHC referential can subsidize the use of History and Philosophy of Science in Science Teaching. Finally, a report and evaluation of the development and effective application of the didactic sequence proposed in the classroom is presented. The Educational Product developed in this master's work consists of the didactic sequence and its description, in the texts and questionnaires used in the classes and in the text to support the teacher.

Die Arbeit mit Messunsicherheiten ist essentiell in Naturwissenschaften und Technik. Vor diesem Hintergrund befasst sich diese Arbeit in der ersten Forschungsfrage damit, wie die Inhalte eines validierten Sachstrukturmodells zum Thema Messunsicherheiten (Hellwig 2012) operationalisiert und gemessen werden können. Dazu wurden die Konzepte des Modells in Form von Kompetenzen beschrieben und zugehörige Multiple-Choice Testaufgaben formuliert. Anschließend wurden zufällig ausgewählte Testaufgaben einem Expertenrating unterzogen. Die Ergebnisse zeigen ein Fleiss Kappa, Congers Kappa und Lights Kappa von jeweils mindestens 0,86, was für eine sehr gute Passung der Testaufgaben zu den Kompetenzen spricht. Weiter wurden die Testaufgaben mit 1299 Studierenden erprobt und die 15 (bzw. 10) Testaufgaben zu jedem Konzept einzeln ausgewertet. Als Grundlage diente das eindimensionale dichotome Rasch-Modell. Zur Auswertung wurden u.a. Gütekriterien zur Modellkonformität, lokalen Unabhängigkeit und Subgruppeninvarianz betrachtet. Als Ergebnis wurden bei einer EAP-Reliabilität von 0,61 bis 0,81 zu jedem Konzept 7 - 12 Testaufgaben identifiziert, die zur Nutzung empfohlen werden können. Für einzelne Testaufgaben wurden außerdem Änderungsvorschläge herausgearbeitet. In einer zweiten Forschungsfrage wurde die Struktur der zu den Konzepten formulierten Testaufgaben mit einer konfirmatorischen Faktorenanalyse untersucht. Die Ergebnisse zeigen, dass die Konzepte innerhalb einer Dimension des Sachstrukturmodells als einzelne Faktoren aufgefasst werden können. In zwei Fällen können auch gemeinsame Faktoren für zwei der Konzepte einer Dimension empirisch und inhaltlich begründet werden. Insgesamt stellt diese Arbeit damit für den Bereich der Messunsicherheiten ein theoriegeleitetes, inhaltlich validiertes und empirisch geprüftes Testinstrument zur Verfügung, mit dem zielgerichtet und differenziert in großer Breite Kompetenzen im Umgang mit Messunsicherheiten von Lernenden erhoben werden können. / Working with measurement uncertainties is essential in science and engineering. On the basis of a validated model that structures the content in the field of measurement uncertainties (Hellwig 2012) this thesis looks in its first research question at how the concepts proposed by the model can be operationalized and measured. Therefore, the concepts given by the model are formulated by learning progressions and operationalized by multiple choice test items. A random sample of the items then was assessed by six experts in the field of teaching measurement uncertainties. The results show a Fleiss kappa, Congers kappa and Lights kappa of 0.86 or higher for the assignment of the items to the given learning progressions which indicates a very good matching. Furthermore, the items were evaluated in a survey with 1299 university students and each set of 15 (resp. 10) items per concept was analyzed by using the dichotomous one-dimensional Rasch model. Amoung others criteria concerning model conformity, local independence and subgroup invariance were tested. As a result, for each concept 7 to 12 items could be identified which suit the given criteria. The EAP-reliability came up from 0.61 to 0.81 (considering all items of the concepts). In a second research question, the empirical results were evaluated by a confirmatory factor analysis. The results show that the itemsets for the concepts of the model could be interpreted as individual factors. In two cases for two concepts (in one dimension proposed by the model) the assumption of one factor can also be empirically and content-related justified. Overall this thesis presents an empirically-validated assessment tool to probe students' understanding of measurement uncertainties according to the content structure model. The tool captures a broad spectrum in the field of measurement uncertainties in very detailed resolution and can therefore help to evaluate learning progressions and teaching instructions.