Banca de DEFESA: WANDERLEY PAULO GONÇALVES JÚNIOR
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : WANDERLEY PAULO GONÇALVES JÚNIOR
DATA : 18/12/2020
HORA: 08:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-doutorado-de-wanderley-goncalves-junior
TÍTULO:
Programming as resource to teach physics: learning Force concept using Scratch
PALAVRAS-CHAVES:
Physics Teaching, Simulation Construction, Item Response Theory, Dynamic Skills Theory, Knowledge in Pieces, Scratch
PÁGINAS: 410
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Tecnologia Educacional
RESUMO:
This thesis presents an investigation on the transition from intuitive to scientific knowledge of the physical concept of force. Applied to students in the 1st grade of high school at a college in the federal education school in Rio de Janeiro, the investigation comprises an innovative teaching strategy developed by the author in partnership with his supervisor. This strategy consists of executing challenges in building physics simulations through the use of a block programming language: Scratch. In this context, the learning of the concepts addressed is conceived as a process that implies the evolution of a latent trait, based on Hierarchical Complexity Theories of Cognitive Development and on the transition from intuitive to formal knowledge, based on the Theory of Knowledge in Pieces of diSessa. Based on the mixed analysis methodology, the research comprised three stages: (1) construction and validation of the instruments used in the research, (2) application of educational intervention for students, (3) qualitative and quantitative analysis of the data collected. In the validation of simulation challenges and tests in three layers, carried out in the first stage, 41 licensed teachers or bachelor's in physics and researchers in the area of science teaching participated, in addition to 493 students from the Federal and State Schools of Rio de Janeiro and Salvador. The application of the intervention was attended by 87 students. During this process, data were collected through the execution of simulation construction tasks, tests in three layers, engagement questionnaires, self-assessment and logbook. Although screen recordings and videos were made, these data were not analyzed in this thesis. For the third stage of this work, the mixed method of analysis was used, which involved, in addition to the qualitative analysis of the logbook, engagement questionnaires and self-assessment, a robust quantitative analysis based on probabilistic models and Rasch modeling. As the first contribution of this work, we have the development of a study carried out based on strict methodological criteria, both in relation to the construction and validation of the tests and the didactic sequence, as well as the analysis techniques, favoring the deepening of knowledge about the potential and limitations the construction of simulations for learning the concept of strength. The results obtained from the data collected in the tests in three layers allowed us to infer that the activities of construction of physics simulations provide a gain of learning of the concept of force significantly greater than that obtained through the expository-dialogued classes on the concept. In this analysis, we still find the limitation of the didactic sequence for the development of the learning of the phenomenological explanatory character of force. The qualitative analysis of the episode maps, the simulation tasks and the questionnaires gave us evidence of the contribution of the didactic sequence to the development of the students' computational logical reasoning, of the perception of learning the concepts in a more playful and pleasurable way, of favoring digital literacy of these students, the influence of school engagement in this process and the limitations and difficulties that permeate the activities developed. Finally, this work provides instructional and evaluation materials to physics teachers that are rigorously validated through empirical research.
MEMBROS DA BANCA:
Presidente - 1318903 - AMANDA AMANTES NEIVA
Interno - 2895880 - HELIO DA SILVA MESSEDER NETO
Interno - 2998326 - LYNN ROSALINA GAMA ALVES
Externo à Instituição - SIMONE APARECIDA FERNANDES ANASTACIO - UFES
Externo à Instituição - WILLIAM DE SOUZA SANTOS - IFPB