Investigando os elementos estruturantes de sequências didáticas de física moderna para o ensino superior
Data
2019
Autores
Pereira, Lucas Azevedo Mesquita 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Essa pesquisa é fruto da insatisfação pessoal e da vontade de evoluir como docente.
Assim, dotados de tal frustação, questionamo-nos acerca do processo de criação de atividades
e sequências didáticas. Desta forma, nosso principal objetivo é identificar estruturantes de tais
sequências. Fazemos isso com intuito de permitir a criação de produtos didáticos cada vez
menos personificados ou guiados pela intuição. Ou seja, buscamos com essa pesquisa aspectos
teóricos e metodológicos capazes de possibilitar o desenvolvimento de instrumentos de ensino,
que tenham sua aplicabilidade e viabilidade ligadas ao nível de detalhamento minucioso e
núcleo rígido de conteúdos e conceitos. Por conseguinte,sendo uma opção teórica para docentes
que buscam pesquisas reaplicáveis em diversas situações de sala de aula.
Para alcançar os objetivos dessa pesquisa, utilizamos a Teaching-Learning Sequences
como principal arcabouço teórico para compreender os processos envolvidos na criação e
desenvolvimento de uma sequência didática (SD), de sua elaboração inicial até sua aplicação.
Além dela, também utilizamos a metodologia de pesquisa Design-Based Research com intuito
de sofisticarmos nossa sequência por meio dos processos de redesign e reaplicação.
Desta forma, essa pesquisa de Mestrado investiga de maneira sistemática o processo
de construção e estruturação de uma sequência didática para o ensino de Física. Seu objetivo
principal é compreender de forma aprofundada a produção do conhecimento didático,
especialmente de Física Moderna, para o ensino superior. Todavia, nossos resultados não são
só teóricos, pois, a partir das estruturasidentificadas, criamos atividades e essasforam aplicadas
em uma disciplina de Teoria da Relatividade no curso de Licenciatura em Ciências da
Universidade Federal de São Paulo. Fizemos isso com intuito de identificar os impactos dos
estruturantes, utilizados na criação das atividades, na aplicação e desenvolvimento dessa
atividade em sala de aula. Sendo assim, entendemos que um dos resultados dessa pesquisa
sejam nossos próprios estruturantes e as atividades criadas a partir deles, ao mesmo tempo que,
uma outra parte compreende os dados oriundos da aplicação dessas atividades. Por fim, tais
resultados são apresentados e discutidos no capítulo final dessa dissertação.
This research is the result of personal dissatisfaction and the willingness to evolve as a teacher. Thus, endowed with such frustration, we wonder about the process of creating activities and didactic sequences. In this way, our main objective is to identify structuring of such sequences. We do this in order to allow the creation of didactic products that are increasingly less personified or guided by intuition. In other words, we seek with this research theoretical and methodological aspects capable of enabling the development of teaching instruments, that have their applicability and feasibility linked to the level of detailed detailing and rigid nucleus of contents and concepts. Therefore, it is a theoretical option for professors seeking reapplying research in different classroom situations. To achieve the objectives of this research, we used Teaching-Learning Sequences as the main theoretical framework to understand the processes involved in the creation and development of a didactic sequence (DS), from its initial elaboration to its application. In addition to, we also use the research methodology Design-Based research in order to sophisticate our sequence through the processes of redesign and reapplication. Thus, this master's research investigates systematically the process of constructing and structuring a didactic sequence for the teaching of physics. Its main objective is to understand in depth the production of didactic knowledge, especially of modern physics, for higher education. However, our results are not only theoretical, because from the identified structures, we created activities and these were applied in a discipline of theory of relativity in the course of degree in sciences of Universidade Federal de São Paulo. We did this in order to identify the impacts of the structuring, used in the creation of activities,in the application and development of this activity in the classroom. Thus, we understand that one of the results of this research is our own structuring and the activities created from them, at the same time, that another part of results derived from the application of these activities. Finally, these results are presented and discussed in the final chapter of this dissertation.
This research is the result of personal dissatisfaction and the willingness to evolve as a teacher. Thus, endowed with such frustration, we wonder about the process of creating activities and didactic sequences. In this way, our main objective is to identify structuring of such sequences. We do this in order to allow the creation of didactic products that are increasingly less personified or guided by intuition. In other words, we seek with this research theoretical and methodological aspects capable of enabling the development of teaching instruments, that have their applicability and feasibility linked to the level of detailed detailing and rigid nucleus of contents and concepts. Therefore, it is a theoretical option for professors seeking reapplying research in different classroom situations. To achieve the objectives of this research, we used Teaching-Learning Sequences as the main theoretical framework to understand the processes involved in the creation and development of a didactic sequence (DS), from its initial elaboration to its application. In addition to, we also use the research methodology Design-Based research in order to sophisticate our sequence through the processes of redesign and reapplication. Thus, this master's research investigates systematically the process of constructing and structuring a didactic sequence for the teaching of physics. Its main objective is to understand in depth the production of didactic knowledge, especially of modern physics, for higher education. However, our results are not only theoretical, because from the identified structures, we created activities and these were applied in a discipline of theory of relativity in the course of degree in sciences of Universidade Federal de São Paulo. We did this in order to identify the impacts of the structuring, used in the creation of activities,in the application and development of this activity in the classroom. Thus, we understand that one of the results of this research is our own structuring and the activities created from them, at the same time, that another part of results derived from the application of these activities. Finally, these results are presented and discussed in the final chapter of this dissertation.