http://repositorio.ufc.br/handle/riufc/35843 2026-05-15T22:53:45Z 2026-05-15T22:53:45Z Soares, João Carlos Lima http://repositorio.ufc.br/handle/riufc/86110 2026-05-08T18:08:20Z 2026-01-01T00:00:00Z

Título: Manual para disciplina eletiva iniciação à astronomia no ensino médio: a física newtoniana e as olimpíadas de astronomia e de foguete pet Autor(es): Soares, João Carlos Lima Abstract: This dissertation presents and analyzes a pedagogical proposal for Physics teaching in upper secondary education, materialized in the development of a manual for the construction and launching of PET-bottle rockets, developed to support the elective course Introduction to Astronomy, within the context of the Brazilian New Upper Secondary Education. The proposal is grounded in David Ausubel’s theory of meaningful learning and Lev Vygotsky’s historical- cultural theory, and aims to investigate the contributions of this approach to the learning of concepts from classical mechanics, with emphasis on newtonian mechanics, particularly Newton’s Laws, projectile motion, and the forces involved, as well as to the development of cooperative learning in the school context. The research is characterized as a qualitative and quantitative pedagogical intervention, carried out with upper secondary students from a public school in the state education system of Ceará, having as reference activities linked to the Brazilian Astronomy and Astronautics Olympiad (OBA) and the Brazilian Rocket Olympiad (OBAFOG). The methodological axis is based on scientific experimentation associated with guided inquiry, structured into didactic modules that include the construction and launching of PET-bottle rockets, hypothesis formulation, experimental data collection and analysis, as well as the use of computational simulators, with emphasis on OpenRocket, in addition to diagnostic and formative assessments and group activities mediated by the teacher. Data were collected through individual and collective assessment instruments, records of observation of interactions among students, and analysis of reports produced throughout the activities. The analysis of the results shows that the use of the manual, articulated with experimentation, inquiry, and computational simulation, favored the mobilization of prior knowledge, the understanding of the physics concepts addressed, and the strengthening of social interactions in the learning process, indicating advances in conceptual performance and student engagement. It is concluded that the manual constitutes a viable, low-cost instructional resource aligned with the guidelines of the Brazilian National Common Core Curriculum, contributing to the implementation of active methodologies in Physics teaching and to the development of the elective course Introduction to Astronomy. Tipo: Dissertação

2026-01-01T00:00:00Z Souza, Hudson Aguiar de http://repositorio.ufc.br/handle/riufc/85933 2026-04-22T14:46:51Z 2025-01-01T00:00:00Z

Título: Uma sequência didática envolvendo leis de Newton e lei de Hooke à luz da aprendizagem significativa Autor(es): Souza, Hudson Aguiar de Abstract: The teaching of Newton's laws and Hooke's law still presents challenges related to theoretical abstraction and the difficulty of contextualization by students. This work investigates the application of a didactic sequence based essentially on the use of cardboard boxes, wooden blocks, and elastic bands. It is grounded in Ausubel's Theory of Meaningful Learning, with the objective of making teaching more accessible and interactive for students. The developed educational product was applied in high school classes at the Maple Bear Canadian School. Its structure follows three stages: the application of a diagnostic questionnaire to identify prior knowledge, the carrying out of didactic experiments to explore the physical concepts involved, and the reapplication of the questionnaire to evaluate the evolution of learning. During the application, students actively participated in the experimental activities, relating theory and practice. The qualitative and quantitative analysis of the data demonstrated that experimentation with accessible materials favored the comprehension of the concepts and equations, increasing student engagement and promoting a more meaningful learning experience. Furthermore, the adopted approach proved to be aligned with the guidelines of the Base Nacional Comum Curricular (BNCC) for the teaching of Natural Sciences. The results indicate that experimentation and active student participation are effective alternatives to traditional teaching. Thus, this dissertation presents a replicable didactic proposal that can be used by Physics teachers in basic education to make the teaching of Newton's laws and Hooke's law more dynamic and contextualized. Tipo: Dissertação

2025-01-01T00:00:00Z Lacerda, Lucas Giannini Saba de http://repositorio.ufc.br/handle/riufc/84958 2026-02-25T21:44:48Z 2025-01-01T00:00:00Z

Título: Uso do chat GPT no ensino médio aplicado ao ensino de Física Autor(es): Lacerda, Lucas Giannini Saba de Abstract: This study investigates the effects of using ChatGPT, an artificial intelligence-based tool, as pedagogical support in high school Physics education. The study is grounded in the active methodology Peer Instruction, developed by Eric Mazur, and focuses primarily on teaching thermodynamics concepts, especially those related to heat, temperature, and thermal sensation—topics frequently associated with students’ misconceptions. The research was conducted at the Escola Estadual de Educação Profissional Maria Altair Américo Saboia, in Independência, Ceará, where one class used only the Peer Instruction method and was compared with two others that also employed the same method, but with ChatGPT as a support tool. Conceptual tests were administered before and after the interventions, allowing for the assessment of learning progression and the effectiveness of the approaches. One of the main objectives of this study is to highlight the need to address misconceptions about heat and temperature, which are deeply rooted in everyday language, with historical and cultural origins dating back to the Roman Empire, and are also present in students’ prior knowledge. By combining conceptual explanations with the use of artificial intelligence, the study seeks to promote more meaningful and consistent learning, going beyond rote memorization and valuing scientific understanding and digital literacy. The results suggest that the integration of Peer Instruction with the guided use of ChatGPT can contribute to improved conceptual performance among students and represents a promising strategy to tackle long-standing challenges in Physics education—though it does not replace the importance of student protagonism. Tipo: Dissertação

2025-01-01T00:00:00Z Saraiva, Josué Caleb Gurgel http://repositorio.ufc.br/handle/riufc/84626 2026-02-04T18:12:11Z 2025-01-01T00:00:00Z

Título: Ensino de cinemática por abstração e fenomenologia: uma abordagem investigativa através dos experimentos Autor(es): Saraiva, Josué Caleb Gurgel Abstract: Seeking to meet the demands of scientific literacy foreseen in the Law of Guidelines and Bases of Education (LDB) and the National Common Curricular Base (BNCC), this work developed an alternative method focused on teaching physics through the development and application of an educational product through experimental practices in the teaching of Kinematics. The research problem focuses on how these practices will awaken in students the abstraction necessary to promote their investigative autonomy, encouraging them to develop their own investigative methods and reflect critically on physics concepts. The general objective is to evaluate the effectiveness of this approach in teaching Kinematics, especially in the analysis of its movements, with the secondary objective of analyzing how the interaction between theory and practice can foster critical thinking and understanding of the physical phenomena seen by students. The theoretical framework includes authors who discuss scientific investigation through constructivism and reflective abstraction (from Piaget's perspective), meaningful learning (Ausubel), and finally, the analysis and perspective of physics teaching (Arons). The use of experiments was essential to foster investigative research, which allowed students the opportunity to build knowledge and practice abstraction in the interpretation of phenomena. For teachers, it is an opportunity to exercise creativity with an effective method that uses instrumentation in physics teaching combined with investigative and reflective experiments at an affordable cost. After the application of the educational product, an improvement was observed in the students' perspective regarding the abstraction of physical phenomena after being exposed to the educational product. Considering all the processes involved in the development of this work and the application of the educational product, an opportunity arose to adapt the lesson plans to different areas of physics, enabling their epistemological leveling and improvement in teaching levels. Tipo: Dissertação

2025-01-01T00:00:00Z