https://tedebc.ufma.br/jspui/handle/tede/2342 Esta coleção contém as dissertações defendidas no âmbito do Programa de Mestrado Profissional Nacional em Ensino de Física da UFMA. 2026-04-13T07:31:35Z https://tedebc.ufma.br/jspui/handle/tede/6712 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 https://tedebc.ufma.br/jspui/handle/tede/6678 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 https://tedebc.ufma.br/jspui/handle/tede/6500 Título: Decaimentos radioativos: desenvolvimento de uma sequência didática para o ensino de ciências na educação básica guiada pelo conceito de zona de desenvolvimento proximal Autor: SOUSA JÚNIOR, Gerson Gomes de Primeiro orientador: GARCEZ, Karl Marx Silva Abstract: This dissertation focuses on investigating the effectiveness of a didactic sequence aimed at teaching radioactive decay, based on Vygotsky’s principles of the Zone of Proximal Development (ZPD). The proposal seeks to contribute to the understanding of radioactive processes among elementary school students, emphasizing how learning can be enhanced when supported by appropriate pedagogical guidance, whether through the instructor or through collaborative peer interactions. The ZPD is used as a theoretical lens to guide the didactic sequence, establishing activities that take into account the students’ current level of understanding and challenge them to progress toward more advanced levels. The didactic sequence was carefully planned to include practical and interactive activities that promote individual reflection and collective knowledge construction. Within the proposed content, students explore concepts such as alpha, beta, and gamma decay, in addition to the concept of half-life. This process also includes visual resources and simulations, as well as objective questionnaires administered at different stages of the sequence (initial, intermediate, and final), which help monitor student progress and adapt pedagogical methods as needed. The study follows a mixed-methods approach, combining qualitative and quantitative analyses to obtain a comprehensive view of the results. The quantitative analysis involves calculating means, percentages, and standard deviations from the questionnaire responses, allowing for an accurate assessment of student progress. On the other hand, the qualitative analysis explores students’ perceptions of their own learning, providing a deeper understanding of how the concepts were assimilated throughout the process. The results showed a significant increase in the number of correct answers between the initial and final questionnaires, demonstrating the effectiveness of the applied didactic sequence. Furthermore, this progress indicates that acting within the Zone of Proximal Development (ZPD) was essential for overcoming initial difficulties, contributing to more lasting and meaningful learning of complex content in science education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-06-05T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6322 Título: ABORDAGEM EXPERIMENTAL BASEADA NA TEORIA CONSTRUCIONISTA PARA O ESTUDO DO EFEITO FOTOVOLTAICO UTILIZANDO UM DISPOSITIVO DE RASTREAMENTO SOLAR COM ARDUÍNO Autor: ANDRADE, Harryson Guilherme Moraes Primeiro orientador: CARVALHO, Edson Firmino Viana de Abstract: to install photovoltaic systems still represents a significant barrier. This dissertation proposes developing and applying a low-cost solar tracking device controlled by Arduino as a pedagogical tool for teaching Physics at the high school level. The main objective is to make the study of solar energy more accessible, practical, and engaging, combining theory and practice through a constructionist approach. The developed device integrates light sensors (LDRs) and motors that allow it to follow the Sun's apparent movement, optimizing energy capture throughout the day and making it possible to replicate the system in educational settings. The research was conducted with 2nd-year high school students from a full-time public school in Paço do Lumiar, Maranhão. The adopted methodology was qualitative and participatory, involving theoretical lessons, collaborative construction of the prototype, programming with Arduino, and data analysis collected through questionnaires, observations, and student reports. The results indicated that the didactic proposal significantly impacted student learning, promoting engagement, autonomy, motivation, and a deeper understanding of scientific concepts related to solar energy, the photovoltaic effect, and automation. The data analysis, grounded in Seymour Papert’s constructionist theory, showed that the active construction of knowledge through experimentation contributed to a more meaningful, contextualized, and lasting learning experience. The implementation of the project not only facilitated the understanding of physical concepts but also helped develop practical and socioemotional skills among the students, such as cooperation, resilience, and critical thinking. The experience demonstrated that when integrated into the school curriculum, practical and contextualized activities can make Physics teaching more attractive and relevant. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-05-22T00:00:00Z