http://repositorio.ufc.br/handle/riufc/35844 2026-04-14T00:23:01Z 2026-04-14T00:23:01Z 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 Maciel, Carlos Henrique de Abreu http://repositorio.ufc.br/handle/riufc/83876 2025-12-15T16:35:06Z 2025-01-01T00:00:00Z

Título: Flutuações do vácuo quântico no ensino médio: uma sequência didática com análogo hidrodinâmico do efeito Casimir Autor(es): Maciel, Carlos Henrique de Abreu Abstract: The area of teaching Modern and Contemporary Physics in Basic Education presents significant gaps in the school curriculum, which historically neglect relevant topics for the formation of an updated scientific mindset. In this perspective, this dissertation investigates the pedagogical feasibility of a didactic sequence for teaching introductory topics in Quantum Mechanics, culminating in the construction and use of a didactic analog model of the Casimir effect with water waves, articulated with the competencies of the BNCC (Brazilian National Common Curricular Base). The methodological approach combines a systematic literature review, conducted according to the PRISMA Statement, with a focus on educational products for Quantum Mechanics (2018–2024), and an intervention research carried out in a state public school with a Youth and Adult Education (EJA) class. The pedagogical framework is based on Ausubel's theory of meaningful learning and on teaching by analogies. The sequence was planned for eight classes, organizing a diagnostic assessment, sensitization, and three experimental sessions. The data collection, predominantly qualitative in nature, included a diagnostic questionnaire, students' written productions, classroom observations, and photographic records throughout the entire intervention. The results indicate consistent conceptual advancements by the students. The proposal proved to be feasible, accessible, and aligned with the Natural Sciences competencies foreseen in the BNCC, promoting participation, investigation, and communication of results. The limitations were concentrated on the mathematical proficiency (fractions, proportions, reading graphs) and the low attendance typical of the EJA modality, circumscribing the generalization of the findings. It is concluded that there was relevant conceptual learning, engagement in scientific practices, and a demonstration of the viability of the educational product to responsibly introduce Modern Physics content into High School. Tipo: Dissertação

2025-01-01T00:00:00Z Silva, Francisco Welton da http://repositorio.ufc.br/handle/riufc/83756 2025-12-09T14:25:39Z 2025-01-01T00:00:00Z

Título: Inventário de conceitos de força digital Autor(es): Silva, Francisco Welton da Abstract: The Force Concept Inventory test was created to show that we all have physics conceptions rooted in our daily lives. To this end, Hestenes, Wells, and Swackhamer (1992) developed 30 dynamics exercises that depict everyday situations. This work transformed the Force Concept Inventory questionnaire, created by Hestenes, Wells, and Swackhamer (1992), into an electronic form that uses simulations to make the questions more comprehensible. In addition, the questions are presented in the same area as the simulations, making it easier for students to respond and reducing the teacher’s correction effort, since the answers are stored in a database and automatically graded. The test was administered to two second-year high school classes at a full-time school, totaling about 80 students. After administering the test to the second-year classes and analyzing the results in the reports, it was found that the classes that took the test in digital format had a higher number of correct answers, noting that the tests were conducted on different days and at different times. The goal was to diagnose the main difficulties students face in mechanics and enable the teacher to access the test results through reports, allowing them to develop strategies to overcome these difficulties. Tipo: Dissertação

2025-01-01T00:00:00Z