Banca de DEFESA: JOSÉ GERALDO DA COSTA FILHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSÉ GERALDO DA COSTA FILHO
DATE: 27/04/2023
TIME: 09:00
LOCAL: Sala 102, 1º andar - CEGEN
TITLE:

A METHODOLOGICAL PROPOSAL FOR LEARNING NEWTON'S LAWS BASED ON THE THREE PEDAGOGIC MOMENTS (3MP)

KEY WORDS:

Physics Teaching; 3PM approach; Newton’s laws.

PAGES: 92
BIG AREA: Ciências Exatas e da Terra
AREA: Física
SUMMARY:

This dissertation presents a methodological proposal based on the Three Pedagogical Moments (3PM), which aims to be an auxiliary material for the teaching and learning process of Newton's laws, with a view to helping the teacher in the construction of a meaningful learning, making the student leaves the state of passivity, and becomes a building agent of his knowledge. The purpose of the proposal, as an educational product, is to contribute to the teaching of Physics, using the analysis and discussion of everyday situations for the understanding of concepts, laws and relations of Physics with the increasingly modern world. The dynamics of the 3PM was initially presented by Delizoicov, linked to a central theme, structured in terms of the initial Problematization; Organization of knowledge and Application of knowledge. The main objective of this study was to analyze the contributions of the 3PM approach during the teaching and learning process of Newton's laws, with high school students. We also sought to identify students' prior knowledge of Newton's laws applied to everyday situations. To achieve the intended objectives, David Ausubel's Theory of Meaningful Learning was used as a theoretical framework, which indicates the relevance of a cognitive correlation between new knowledge and prior knowledge, and the learner's willingness to learn. The methodology based on the 3PM was applied in a group of high school students, from a public school, located in the city of Barreiros/PE. The 3PM were structured, contemplating in the initial Problematization: presentation of Physics strips and images with oral arguments of problematizing situations; Organization of knowledge: didactic intervention by the teacher with the approach of Newton's laws and everyday situations, and in the Application of knowledge: systematization of knowledge from practical activities, and discussion of the activities experienced. In the 3PM, questionnaires were applied. The results showed that the 3PM methodology can be an excellent tool for the teaching-learning process, providing opportunities for meaningful learning.

COMMITTEE MEMBERS:
Presidente - ANTONIO CARLOS DA SILVA MIRANDA
Interno - MICHAEL LEE SUNDHEIMER
Externo ao Programa - 383907 - ERNANDE BARBOSA DA COSTA - UFRPE