Esta coleção contém as dissertações defendidas no âmbito do Programa de Mestrado Profissional Nacional em Ensino de Física da UFMA. https://tedebc.ufma.br/jspui/handle/tede/2342 2026-08-27T00:07:28Z 2026-08-27T00:07:28Z GODINHO, José Ismael de Carvalho https://tedebc.ufma.br/jspui/handle/tede/7174 2026-08-18T17:01:06Z 2026-05-26T00:00:00Z

Título: A Física do aquecimento global: uma unidade de ensino potencialmente significativa sobre conceitos termodinâmicos no EJATEC Autor: GODINHO, José Ismael de Carvalho Primeiro orientador: DINIZ, Eduardo Moraes Abstract: Global warming has been reflected in noticeable changes in climate patterns. In Brazil, recent events—such as prolonged droughts, wildfires in the Pantanal, and severe flooding in Rio Grande do Sul—indicate that different regions of the country have been affected by extreme events. Although the scientific community consistently points to the influence of human activities in this process, this understanding is not equally shared outside that sphere, where divergent interpretations and inaccurate information still circulate. Considering this scenario, Physics teaching can contribute by providing students with tools to analyze these issues based on scientific concepts. In the classroom, this implies going beyond the formal presentation of content and exploring situations in which such concepts help interpret everyday phenomena. The topic of global warming, for example, allows for the discussion of Thermodynamics concepts through concrete problems, such as the increase in greenhouse gas concentrations, changes in land use, and waste management. From this perspective, this work organizes a teaching proposal aimed at bringing these contents closer to students’ realities. To this end, it is based on a Potentially Meaningful Teaching Unit, structured according to David Ausubel’s theory of meaningful learning and elements of Paulo Freire’s pedagogical approach. The unit addresses central concepts of Thermodynamics and proposes activities in which this knowledge is applied to the analysis of situations related to environmental contexts. The proposal will be implemented with classes from Youth and Adult Education integrated with Professional Education, in evening high school courses at a public state school in São Luís (MA). The choice of this context takes into account the specific characteristics of this group, particularly regarding the diversity of educational trajectories and life experiences. Through the implementation of this proposal, the study seeks to examine how the articulation between thermodynamic concepts and environmental issues may contribute to a better understanding of the content and expand students’ ability to analyze problems present in their daily lives. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-05-26T00:00:00Z TEIXEIRA JUNIOR, Manoel Antonio https://tedebc.ufma.br/jspui/handle/tede/7145 2026-08-06T15:01:41Z 2026-06-16T00:00:00Z

Título: Tecnologia assistiva e prática pedagógica de John Dewey: uma abordagem integrada para a mobilidade de pessoas com deficiência visual Autor: TEIXEIRA JUNIOR, Manoel Antonio Primeiro orientador: CARVALHO, Edson Firmino Viana de Abstract: This research aimed to investigate and develop a pedagogical proposal that integrates John Dewey’s educational principles with the use of assistive technology based on educational robotics, with an emphasis on the construction and application of a sensory glove designed to support the mobility of individuals with visual impairments. The study is organized into different stages. It begins with an analysis of Dewey’s educational practice, highlighting experiential, active, and democratic learning. It then discusses the concept and importance of assistive technology, exploring its applications for individuals with visual impairments. Subsequently, it presents the physics concepts relevant to the integration of robotics and assistive technology, such as mechanics and acoustics. In the experimental phase, the development of an educational kit and, in particular, the sensory glove is described, detailing its design and operating principles. The study was conducted with a class from IEMA Pleno de Santa Inês (MA), involving 29 high school students in weekly activities. Data were collected through questionnaires and document analysis, enabling the evaluation of both the construction process and the pedagogical impacts of the proposal. The results showed that the use of educational robotics, combined with assistive technology, not only enhanced students’ understanding of physics concepts but also promoted inclusion, peer collaboration, and student engagement in meaningful learning situations. It is concluded that the integration of Dewey’s educational principles, educational robotics, and assistive technology constitutes a promising alternative for Physics teaching by articulating science, technology, and inclusion. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-06-16T00:00:00Z PENHA, Gabriel Serrão https://tedebc.ufma.br/jspui/handle/tede/6712 2026-01-21T12:03:57Z 2025-07-25T00:00:00Z

Título: INVESTIGANDO A CONSTANTE DE PLANCK POR MEIO DE UMA ABORDAGEM EXPERIMENTAL: Uma proposta construcionista para o ensino de Física Autor: PENHA, Gabriel Serrão Primeiro orientador: CARVALHO, Edson Firmino Viana de Abstract: This dissertation presents a pedagogical proposal for the teaching of Modern Physics, focusing on Planck’s constant, through the design and implementation of two didactic experiments applied to third-year high school students. The first experiment employs low-cost and easily accessible materials, while the second incorporates educational technologies such as Arduino-based robotics. The proposal is grounded in Jean Piaget’s constructivist theory and Seymour Papert’s constructionist approach, prioritizing active learning, experimentation, and the construction of knowledge through problem-solving in real contexts. The didactic proposal developed articulates theory and practice, ranging from the historical and conceptual contextualization of Planck’s constant and blackbody radiation to the execution of experiments and the analysis of the data obtained. Students were encouraged to formulate hypotheses, plan and carry out experiments, collect and interpret data based on Stefan-Boltzmann’s law, and estimate Planck’s constant from the analysis of radiation emitted by incandescent lamps at different temperatures. The results indicate that the inclusion of experimental practices with different levels of technological complexity fosters student engagement and contributes to a more meaningful understanding of abstract concepts in Modern Physics. By integrating active methodologies and accessible technologies, the research demonstrates the potential of experimentationbased pedagogical strategies to make physics teaching more dynamic, contextualized, and effective. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2025-07-25T00:00:00Z ARAÚJO, Wellington Santos https://tedebc.ufma.br/jspui/handle/tede/6678 2025-12-29T14:33:09Z 2025-09-18T00:00:00Z

Título: A flauta-doce como recurso de ensino e aprendizagem significativa de ondas sonoras no ensino fundamental Autor: ARAÚJO, Wellington Santos Primeiro orientador: DINIZ, Raisa Marya Corrêa Souza Abstract: Teaching and learning science in elementary school can be a challenge, as it is a stage in which children have little mathematical foundation. Prior knowledge, sometimes with conceptual errors, can hinder the study of such content, however, when properly worked on, they serve as anchors for establishing new themes, a basic idea of Ausubel's subsumers, in the Theory of Meaningful Learning, the theoretical educational framework for this work. Based on the study of sound waves, we developed a booklet to motivate teachers to develop classes using the recorder, an accessible and inexpensive musical instrument, aiming to present concepts of sound waves, timbre, frequency, sound intensity, pitch, etc. This educational product was developed at the “Colégio Militar Tiradentes XII”, in the three 9th grade classes. Three types of questionnaires were administered: a pre-test to assess prior knowledge; a post-test to assess evidence of significant learning after a sequence of classes; and a self-assessment at the end of the educational product. The results show an increase in correct answers in nine of the ten questions. Five of them had an increase in correct answers between 8.5% and 16.7%, showing an improvement in the understanding of the concepts of sound, frequency, infrasound, types of waves and sound level. Two of them had an increase in accuracy between 20% and 24.4%, showing an improvement in the calculation of frequency, its use to distinguish sounds and understanding of the concept of wavelength. The understanding of the range of audible sounds grew little, as it was already high, increasing only 3.1%. The understanding of the ultrasound range suffered practically no changes, remaining at around 64% of correct answers. In the self-assessment, 77.6% of the students rated their learning with the project as good to excellent. A total of 94.8% of students rated the project from good to excellent and 94.7% of students rated the teacher's methodology from good to excellent. The results show evidence of meaningful learning. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2025-09-18T00:00:00Z