DSpace Coleção:https://repositorio.ufms.br/handle/123456789/63392026-04-16T10:40:20Z2026-04-16T10:40:20ZEnsino de Modelos Atômicos na Educação Básica: Análise de Estratégias de Ensino a partir de uma Revisão da Literaturahttps://repositorio.ufms.br/handle/123456789/141182025-12-11T12:11:10Z2025-01-01T00:00:00ZTítulo: Ensino de Modelos Atômicos na Educação Básica: Análise de Estratégias de Ensino a partir de uma Revisão da Literatura
Abstract: The teaching of atomic models is one of the fundamental pillars for understanding
science, especially in the fields of Physics and Chemistry, as it involves concepts
related to the structure of matter, chemical transformation processes, and the
foundations of Modern Physics. Within this context, this undergraduate thesis
presents a literature review aimed at analyzing teaching proposals on atomic
models directed at Basic Education, identifying their characteristics, pedagogical
approaches, and contributions to student learning. From this perspective, the
research sought to answer the following question: What teaching proposals for the
instruction of atomic models in Basic Education have been presented in Brazilian
scientific literature? To achieve this objective, a literature review was conducted,
and the selected studies were analyzed and organized into four main categories: (1)
epistemological and historical issues related to the teaching of atomic models; (2)
proposals implemented in the classroom and accompanied by learning outcomes;
(3) teaching proposals specifically focused on the study of atomic models; and (4)
analyses of high school textbooks that address content related to atomic models.
Additionally, subcategories were established to encompass the use of ICTs, playful
activities, history of science, analogies, production of written activities, and
computational resources. The analysis revealed that, although each approach
presents specific challenges, all contribute to promoting meaningful learning,
leading students to replace memorization-based explanations with more coherent
and conceptually grounded arguments. It is concluded that the combination of
different methodologies, when appropriately contextualized, favors a more robust
understanding of atomic models and strengthens conceptual development.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00ZPossibilidades e Desafios da Tecnologia aplicada ao Ensino de Física: Uma Revisão dos Artigos Publicados no SNEF.https://repositorio.ufms.br/handle/123456789/140572025-12-09T15:14:19Z2025-01-01T00:00:00ZTítulo: Possibilidades e Desafios da Tecnologia aplicada ao Ensino de Física: Uma Revisão dos Artigos Publicados no SNEF.
Abstract: In the present work, we conducted a documentary analysis of the four most recent editions of the National Symposium on Physics Education (SNEF), focusing on research that employs Digital Information and Communication Technologies (DICT) in the teaching of Physics. In total, 71 papers that met the inclusion criteria were identified and classified into five technological categories: Online Platforms, Mobile Applications, Simulation Software, Hardware and Prototyping, and Cultural and Ludic Media.
The results indicate that, throughout the analyzed period, simulation software has been the most frequently adopted technological resource, especially in upper secondary education, evidencing a growing trend toward the use of active learning strategies, virtual experimentation, and gamification. Moreover, the findings reveal the predominance of studies linked to secondary education, while elementary education remains scarcely represented within this context.
In addition, critical reflections on the limitations and challenges of technology-mediated teaching are still limited, suggesting gaps that may guide future research. Overall, the analysis shows that DICT have assumed an increasingly central role in the proposals presented at SNEF, demonstrating significant potential to enrich learning experiences, while also demanding further investigations that deepen understanding of their pedagogical constraints.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00ZUNIDADE DE ENSINO POTENCIALMENTE SIGNIFICATIVA SOBRE ASTRONOMIA ESTELARhttps://repositorio.ufms.br/handle/123456789/139172025-12-06T13:40:43Z2025-01-01T00:00:00ZTítulo: UNIDADE DE ENSINO POTENCIALMENTE SIGNIFICATIVA SOBRE ASTRONOMIA ESTELAR
Abstract: This Undergraduate Thesis presents the proposition and theoretical foundation of a Potentially Meaningful Teaching Unit (PMTU) on Stellar Astrophysics, aiming to provide a structured didactic model to promote meaningful learning for High School students. The research, of a qualitative and propositional nature, was developed based on a literature review that highlighted the fragmentation of knowledge and the lack of coherent teaching materials as pedagogical challenges in the field of Astronomy and Astrophysics. The theoretical framework of the proposal is anchored in David Ausubel's Theory of Meaningful Learning and Marco Antônio Moreira's methodology for constructing PMYU. The PMTU is addressing essential concepts such as Apparent and Absolute Magnitude, Luminosity, Black Body Radiation, the Hertzsprung-Russell (HR) Diagram, and Stellar Evolution. The didactic model is centered on conceptual progression, starting from the Introductory Problem Situation (“Why don't all stars shine the same?”) and using the Sun's evolutionary cycle as a point of integrative reconciliation to unify the physical properties of stars. The PMTU, designed for the 1st Year of High School and totaling 9 class hours, is aligned with the competencies and skills of the Brazilian National Common Curricular Base (BNCC). Thus, this work is a potential model for approaching Stellar Astrophysics in Basic Education and expanding the possibilities for teaching this field within the school context. A limitation of this work is its inapplicability in a classroom setting with data collection, as it is merely a proposal.
Keywords: Astrophysics; Meaningful Learning; Physics Teaching; Astronomy Teaching; Didactic Sequence.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00ZPERCEPÇÃO DOS PROFESSORES DE CIÊNCIAS DA NATUREZA E ACADÊMICOS DE FÍSICA SOBRE AS UNIDADES CURRICULARES EM MATO GROSSO DO SULhttps://repositorio.ufms.br/handle/123456789/123322025-07-24T00:28:50Z2025-01-01T00:00:00ZTítulo: PERCEPÇÃO DOS PROFESSORES DE CIÊNCIAS DA NATUREZA E ACADÊMICOS DE FÍSICA SOBRE AS UNIDADES CURRICULARES EM MATO GROSSO DO SUL
Abstract: This study investigated the perceptions and evaluations of Natural Sciences teachers from the public school system of Mato Grosso do Sul and undergraduate Physics students from the Federal University of Mato Grosso do Sul (UFMS) regarding the Curriculum Units within the context of the New High School reform. Through categorical content analysis, the research aimed to understand the possibilities and limitations of implementing these units in pedagogical practice, identify the main challenges faced, and assess the role of both initial and continuing teacher education in this process. The findings reveal diverse perceptions, highlighting gaps in teacher training, structural and political difficulties, and the need for greater alignment between theory and practice. It is concluded that the improvement of the Curriculum Units depends on the articulation of public policies, teacher education, and pedagogical practices, aiming for a more contextualized and meaningful education. The data collected may inform future academic discussions and contribute to the development of strategies that enhance teacher training and performance in high school education.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00Z