http://repositorio.ufgd.edu.br/jspui/handle/prefix/1261 2026-09-03T08:02:15Z 2026-09-03T08:02:15Z Cavalcante, Kléber Gonçalves http://repositorio.ufgd.edu.br/jspui/handle/prefix/6937 2026-08-20T05:25:56Z 2026-03-13T00:00:00Z

Título: Proposta de uma sequência didática baseada no experimento de Eratóstenes para o ensino de física na educação básica Autor(es): Cavalcante, Kléber Gonçalves Primeiro Orientador: Martinez, André Luiz Abstract: This dissertation aims to investigate the pedagogical potential of a Teaching and Learning Sequence (TLS), grounded in Jerome Bruner’s Theory of Discovery Learning and structured around the Eratosthenes experiment, as a tool for teaching Physics and Astronomy in Basic Education. The study was carried out in the context of a public school within the State Education Network of Mato Grosso do Sul, Brazil, and implemented with a third-year high school class, in articulation with the Eratosthenes Brazil Project. The research is characterized by a mixed-methods approach, with a predominance of qualitative analysis, and is configured as a didactic-pedagogical classroom intervention. The TLS was designed based on the enactive, iconic, and symbolic modes of representation proposed by Bruner, seeking to promote the progressive construction of scientific concepts, the articulation between empirical observation, geometric modeling, and mathematical abstraction, as well as the development of students’ intellectual autonomy and scientific thinking. Data were collected through a diagnostic assessment, group-based investigative activities, written records, and a final assessment, enabling the analysis of students’ initial conceptions, learning processes, and evidence of conceptual reconstruction throughout the sequence. The results indicate that students initially exhibited limited prior knowledge of astronomy and of the Eratosthenes experiment, particularly regarding the understanding of the Earth’s shape and dimensions and the geometric relationships involved. However, participation in the proposed activities fostered greater engagement, conceptual understanding, and the ability to apply knowledge to problem-solving situations, indicating progress in the integration of theory and practice. It is concluded that the Eratosthenes experiment constitutes a significant pedagogical resource for Physics teaching, as it enables an investigative, interdisciplinary, and historically contextualized approach, aligned with the principles of discovery learning and with contemporary demands in science education. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-03-13T00:00:00Z Oliveira, Camila Leite de http://repositorio.ufgd.edu.br/jspui/handle/prefix/6936 2026-08-20T05:25:30Z 2026-03-03T00:00:00Z

Título: Proposta didática para o ensino do Espectro Eletromagnético: Aprendizagem colaborativa na perspectiva de Vygotsky com Jigsaw e gamificação Autor(es): Oliveira, Camila Leite de Primeiro Orientador: Basso, Eduardo Andrè Flach Abstract: The internalization and retention of knowledge represent a particularly great challenge in Physics teaching in middle and high schools. In this context, the National Common Curricular Base (BNCC) establishes guidelines aimed at ensuring essential learning. Among its directives, the contextualization of content, the use of dynamic and collaborative strategies, the application of diversified methodologies, student engagement, and the use of didactic and technological resources stand out. Therefore, it is essential that teaching methods encourage students to actively construct knowledge. Given this, the present study aimed to develop an educational product that promotes the study of the electromagnetic spectrum through the BNCC’s directives. The work is theoretically based on Lev Vygotsky’s socio-interactionist perspective, using active methodology and gamifica tion as catalysts for learning. The research was conducted in a State School located in Dourados, Mato Grosso do Sul, with a class of the 3rd year of High School. The methodology used consisted of applying the Jigsaw technique (Cooperative Learning) for the in-depth study of the different spectrum bands properties and the consolidation of knowledge through memory games and quizzes. The main objective was to promote a better understanding of electromagnetic radiation, encouraging critical thinking, team problem--solving, and the practical application of theoretical concepts. The results indicating a possible improvement in the internalization and retention of knowledge, highlighting the potential of games as a valuable pedagogical tool to overcome the abstraction barriers in the learning of physics concepts. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-03-03T00:00:00Z Souza , Jacquecélia de http://repositorio.ufgd.edu.br/jspui/handle/prefix/6934 2026-08-20T05:24:05Z 2026-03-03T00:00:00Z

Título: Uma Abordagem Prática para o Ensino da Termodinâmica Utilizando Arduino e Vasos Cerâmicos Autor(es): Souza , Jacquecélia de Primeiro Orientador: Faccin, Giovani Manzeppi Abstract: This dissertation investigates the application of a didactic sequence based on Vygotsky socio-cultural theory, developed from the perspective of inquiry-based teaching, focusing on collaborative learning and social mediation for conceptual construction in physics teaching. The research was conducted in a state school in the city of Juti, Mato Grosso do Sul, with a class of high school students. A diagnostic assessment was applied using a questionnaire on prior knowledge about temperature, heat, and evaporation. Subsequently, the students participated in experimental activities that fostered peer interaction and the analysis of thermal phenomena, accompanied by pre- and post-activity assessment instruments to quantify student learning. As a central pedagogical resource, an evaporative cooling system with sensors integrated into the Arduino platform was used, allowing for the collection and graphical analysis of temperature and humidity data in real time. The data analysis showed advances in the students' understanding of the concepts of heat, temperature, and evaporation, as well as greater student engagement. The results indicate that the use of Arduino, combined with the investigative methodology, promotes the integration between theory and practice, facilitating the appropriation of Thermodynamics concepts. As an educational product, the dissertation presents a teacher's guide containing instructions for implementing the teaching sequence and the experimental apparatus in the classroom. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-03-03T00:00:00Z Rosa , Gabriela Peterson Vargas http://repositorio.ufgd.edu.br/jspui/handle/prefix/6932 2026-08-20T05:26:21Z 2026-07-03T00:00:00Z

Título: Uso de situações potenciais para desenvolvimento do ensino sobre energia solar fotovoltaica na óptica da Teoria dos Campos Conceituais de Vergnaud Autor(es): Rosa , Gabriela Peterson Vargas Primeiro Orientador: Santos , Fábio Alencar dos Abstract: This dissertation investigates the application of Gérard Vergnaud’s Theory of Conceptual Fields (TCF) in physics teaching, with a focus on the field of photovoltaic solar energy, aiming to overcome cognitive passivity and promote student engagement through contextualized situations. The general objective consisted of developing, applying, and evaluating an educational product in the format of a didactic sequence (DS) based on the referred theory, structured to induce the evolution of students' schemas and operational invariants. The adopted methodology is qualitative in nature, taking the form of a longitudinal case study conducted with 19 students from a second-year high school class. The didactic path was organized into potential learning situations that included a survey of prior knowledge via questionnaire and interactive game, theoretical conceptualization, instrumentalized experimental practice with multimeters, and synthesis reports for gaining awareness. Data analysis was based on the structuring of conceptualization levels and the identification of concepts-in-action and theorems-in-action, allowing the monitoring of the subjects' cognitive reorganization throughout four main situations. The results demonstrated the complete eradication of the Level 1 intuitive base, characterized by the absence of scientific schemas, and a massive migration of 89.5% of the sample to the levels of partial and systemic integration (N3 and N4). A definitive break with the thermal epistemological obstacle stands out, in which students associated solar generation purely with the panel’s heat, this change being driven by empirical confrontation during the practical activity. The transition from the operative form to the predicative form of knowledge revealed the development of a stable technical language and the ability to articulate geographical, physical, and economic variables in coherent justifications. The work also highlights the inclusive potential of the proposal by presenting significant results in the scientific literacy of students from the special education public. It is concluded that the systematic variation of differentiated didactic situations is essential for the consolidation of complex conceptual fields, validating TCF as a robust framework for the promotion of technical autonomy and citizenship in science education. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-07-03T00:00:00Z