Leis da Termodinâmica com uso de placas Peltier
It is not uncommon for disciplines in the natural sciences to be seen by many students as extremely complex disciplines, especially Physics. Experimental activities related to Physics are increasingly necessary for the student's learning process. However, these practices are not adopted in most...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46761 |
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| Resumo: | It is not uncommon for disciplines in the natural sciences to be seen by many students as extremely complex disciplines, especially Physics. Experimental activities related to Physics are increasingly necessary for the student's learning process. However, these practices are not adopted in most schools in Brazil, either for lack of a teaching laboratory or for (absence of) the will of the school or the teacher. In this research, a classroom experience was investigated using portable experiments to address the laws of thermodynamics, using Peltier plates. The study was developed in a private school in the city of Natal-RN, with students from the 3rd grade of high school. The steps of the didactic sequence were developed both in classroom lessons and in remote formats. In the meantime, the objectives included elaborating a didactic sequence - as a pedagogical tool - to contribute to the teaching-learning process, which will address physical concepts related to thermodynamics, using experimentation and the use of Peltier Plates, adopting, as a theoretical framework, the theory of David Ausubel's Meaningful Learning. Of a qualitative and descriptive*, the research instruments used were: questionnaire, observation and a previously prepared material, which was called “student guide”. The results of the questionnaires shows that most students have many difficulties in basic concepts to understand the content of thermodynamics. All issues discussed and presented in the classroom were recorded in the student guide. Finally, we reiterate the need to develop experimental activities in physics classes, in order to encourage the student to actively participate in the classes. The development of the classes and the conclusion of the sequence makes the teacher see that the use of portable experiments is suitable for working in the classroom and distance
education modality. |
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