http://repositorio.ifam.edu.br/jspui/handle/4321/31 Sun, 05 Apr 2026 17:56:06 GMT 2026-04-05T17:56:06Z http://localhost:80/jspui/retrieve/333/MNPEF.jpg http://repositorio.ifam.edu.br/jspui/handle/4321/31 http://repositorio.ifam.edu.br/jspui/handle/4321/1823 Título: O ensino conceitual do modelo atômico, através do experimento da espectroscopia óptica, no ensino médio Autor(es): Cordeiro, Rafael Cardoso; Sousa, José Ricardo de Tipo: Outro Fri, 15 Aug 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1823 2025-08-15T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1822 Título: Espectroscopia óptica: uma estratégia para uma aprendizagem significativa do modelo atômico no ensino médio Autor(es): Cordeiro, Rafael Cardoso Primeiro Orientador: Sousa, José Ricardo de Abstract: This study analyzed the effectiveness of a didactic sequence (DS), grounded in Meaningful Learning theory, which utilizes a low-cost optical spectroscopy experiment to promote the reconstruction of subsumers and the acquisition of concepts related to atomic models and spectroscopy among 11th-grade high school students. The research adopted a qualitative approach with an exploratory and descriptive design. Data collection involved both preintervention discursive and post-intervention objective conceptual tests, as well as observation records. Data were analyzed qualitatively using the content analysis method applied to the students' responses. The DS was implemented with 25 students from a public school in Manaus, Amazonas. The results indicated that the pedagogical intervention was effective. In the pre-test, the majority of students did not demonstrate robust evidence of meaningful learning on the topics. However, after the DS was implemented, a significant learning gain was observed across all topics, as measured by Hake's normalized gain. Specifically, for Wien's Law, the normalized Hake gain was 0.79, which is considered high, indicating that students understood the relationship between wavelength and temperature. For the concepts of object color (absorption and reflection), the gain was 0.94, also classified as high, showing that students grasped the process of color formation. Regarding the atomic models, the gains were 0.47 for Dalton, 0.67 for Thomson, 0.46 for Rutherford, and 0.68 for Bohr. Although these gains are considered medium, they still represent a significant improvement compared to traditional methods. Finally, for spectral lines, the gain was 0.78, a high gain. The overall normalized gain of the DS was 0.67, which indicates that the teaching methodology employed fostered active student participation and the development of conceptual understanding, thus characterizing meaningful learning. Tipo: Dissertação Fri, 15 Aug 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1822 2025-08-15T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1821 Título: Sequência de ensino-aprendizagem para as três leis de Newton a partir da robótica educacional Autor(es): Silva, Romário Antônio Sousa da; Borges, Denilson da Silva Tipo: Outro Fri, 22 Aug 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1821 2025-08-22T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1820 Título: A aprendizagem baseada em projetos para o ensino de física: uma sequência de ensino-aprendizagem sobre as leis de Newton a partir da robótica educacional Autor(es): Silva, Romário Antônio Sousa da Primeiro Orientador: Borges, Denilson da Silva Borges Abstract: This dissertation aims to evaluate the effectiveness of the Project-Based Learning methodology applied to the teaching of Newton's three laws, using educational robotics as a mediation tool in the teaching-learning process. The research was developed at the Professor Jorge Karam Neto State School, in the city of Manaus-AM, seeking to understand how the integration between theory and practice, through the construction and programming of robots, can favor the learning of the fundamental concepts of dynamics. The development of the work was structured in four phases: analysis, elaboration, implementation and evaluation. In the analysis phase, diagnostic questionnaires were applied to identify the students' prior knowledge and their learning needs in relation to Newton's laws. Based on these data, a teaching-learning sequence based on Project-Based Learning was developed, in which the students, organized in groups, planned, assembled and programmed robots capable of participating in practical challenges, such as tug-of-war and sumo wrestling competitions. During implementation, students were challenged to apply concepts of force, mass, acceleration, and action and reaction to optimize the performance of prototypes, integrating physical knowledge into the assembly and programming processes of devices. Assessment was carried out continuously, using formative assessment instruments, using specific rubrics that allowed monitoring the progress of students in criteria such as understanding of concepts, teamwork, application of data, and reflection on their own learning process. In addition to the formative assessment, a final assessment was conducted on students' perceptions of the activities performed. The results demonstrated that the use of educational robotics, combined with the Project-Based Learning methodology, provided a more dynamic, collaborative, and meaningful learning environment, contributing to a better understanding of physical concepts and the development of essential skills, such as critical thinking, logical reasoning, and problem-solving. It is concluded that the adopted approach not only promoted the strengthening of Physics knowledge, but also encouraged autonomy, protagonism and student engagement, demonstrating that active methodologies integrated with technology constitute an effective strategy for improving Physics teaching, especially in high school. Tipo: Dissertação Fri, 22 Aug 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1820 2025-08-22T00:00:00Z