http://repositorio.ufc.br/handle/riufc/35843 Thu, 11 Jun 2026 08:27:35 GMT 2026-06-11T08:27:35Z http://repositorio.ufc.br/handle/riufc/86572 Título: Ensino das leis de Newton com ênfase em análise qualitativa: uma proposta experimental para eja do ensino médio Autor(es): Cartaxo Filho, Antônio Vieira Abstract: This dissertation presents the development, application, and analysis of an experimental teaching sequence for teaching Newton's Three Laws in Adult Education (EJA) at the high school level. The research is based on the need to overcome traditional pedagogical practices, marked by an emphasis on theoretical exposition and the separation between theory and practice, which hinder the learning of concepts in Newtonian Mechanics. The pedagogical proposal is related to the Theory of Meaningful Learning, valuing students' prior knowledge as constant elements of the learning process. Methodologically, it is characterized as applied research, with a qualitative approach supported by quantitative data, of the intervention research type. The teaching sequence was organized into four stages: application of a diagnostic pre-test, expository-dialogical class, performance of three qualitative experiments corresponding to Newton's Laws, and application of an evaluative post-test. The intervention was carried out in an EJA high school class, in a real classroom context. The results showed improvements in students' conceptual understanding, greater participation in activities, and a better connection between scientific knowledge and everyday experiences. It is concluded that the proposed teaching sequence constitutes a pedagogically effective and viable educational product that can be reapplied, contributing to the strengthening of physics teaching in adult education, thus contributing to meaningful learning of the fundamental concepts of Classical Mechanics. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86572 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86553 Título: Eletromagnetismo no ensino médio: desenvolvimento e aplicação de uma sequência didática experimental Autor(es): Oliveira, José Anderson Ferreira de Abstract: Within the current context of discussions on improving pedagogical practices and integrating sustainability principles into science education, this work proposes a didactic sequence for teaching physics based on the use of recyclable materials as experimental resources. This approach seeks to broaden accessibility to practical activities, make the teaching process more dynamic and contextualized, and simultaneously foster the development of environmental awareness. The research focuses on the theme of electromagnetic induction, a fundamental phenomenon for the functioning of various currently known technologies, favoring a consistent articulation between theoretical foundations and experimental activities, in order to enhance meaningful learning. The study was developed at the Raimundo Célio Rodrigues State School of Professional Education, located in the municipality of Pacatuba (CE), and was structured in a qualitative approach, with an experimental character and bibliographic support. Based on Ausubel's Theory of Meaningful Learning, this study sought to connect students' prior knowledge with new concepts of electromagnetism, fostering a more participatory, stimulating, and cognitively engaging learning environment. The teaching sequence was organized into six interdependent stages, in which theoretical content was linked to simple experimental activities using recyclable materials, enabling a more engaging, sustainable, and intellectually challenging learning experience. The analysis of the questionnaires administered before and after the intervention revealed significant advances in the students' conceptual understanding, indicating that the integration of theoretical foundations, investigation, and experimental practices contributes to increased student engagement and the development of a critical and environmentally responsible stance. The results obtained corroborate the relevance of systematically planned didactic interventions for improving the teaching of Physics, as well as the need for continuous methodological improvement in line with the current demands of education. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86553 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86110 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 Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86110 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85933 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 Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85933 2025-01-01T00:00:00Z