UMA PROPOSTA DE UEPS SOBRE TÓPICOS DE FÍSICA RELACIONADOS A RESSONÂNCIA MAGNÉTICA PARA O ENSINO MÉDIO

Abstract

Teachers to seek an efficiency of practical secondary schools, an efficient application of secondary schools to optimize the application of new content in the traditional pedagogical practices and the application of new content, the introduction of new strategies in the application of pedagogical practices, introduction of new strategies and application of practices. In addition, the teaching of Physics must be linked to the student's daily life and to advances in science and technology. The technological progress of humanity permeates, more specifically, by Modern and Contemporary Physics (FMC), which increases the need for a focus on learning these contents in the classroom so that the exploration of FMC within the medium is better disseminated in Schools. A well-done driving allows the student to understand the contents, for example, of devices and devices that permeate their daily lives. Medicine is a position primarily driven by physical concepts, especially diagnostic imaging medicine, which comprises these concepts that are extremely important for this area. In this work, we propose a dynamic and interesting option in the form of a didactic sequence for the teaching of contents related to the FMC, but specifically related to the magnetic reference (MR), contents that, even today, are not used in high school. In this context, to build a Teaching and Learning Sequence (TLS) was developed on topics related to Magnetic Resonance in the Significant Theory for Diagnostic Imaging, contributing to Ausubel's Theory of Meaningful Learning. A TLS is a didactic sequence that is anchored in the student and has as its most important starting point his previous knowledge, from the new knowledge will be anchored to the structures much more consolidated in the individual's cognitive framework. The methodology used in the construction of this educational product is a brief introduction of the basics of the construction of concept maps, using examples and definitions. Presence of a survey of students' knowledge on the topic proposed in this TLS and in order to verify the possibility of using meaningful learning as a diagnostic tool, a sub-conceptual map after tests. As a mechanism to guide the educational process, we propose an evaluation of learning and what is the evaluation of all the activities carried out in relation to it, we consider it qualitatively, and we measure it. Thus, this evaluation was characterized by a process composed of the following elements: elaboration of free and conceptual maps; In addition to the student's assessment from the comparison between these maps, assigning a note to the performance evolution in the individual assessment proposals (post-test). During the development of the student's research, the new concepts with the concepts already learned through the socialization of the researchers, in the elaboration of the conceptual maps, and through the proposal of solutions for problems in the TLS. In view of the analysis of the preliminary data collection instruments, the results obtained show the evolution of knowledge between the preliminary moments to an application of the instructional material and those that follow. Thus, learning is significant to perceived learning and the assessment of knowledge interrelated with others already acquired throughout the process, revealing signs of meaning.