Banca de DEFESA: DMITRI DE LIMA BORGES DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DMITRI DE LIMA BORGES DA SILVA
DATE: 02/06/2026
TIME: 16:00
LOCAL: Departamento de Física UFRPE (Sede) - CEGEN - SALA 102
TITLE:

Decoding the Human Ear: An Active Approach to the Biophysics of Hearing in High School

KEY WORDS:

Biophysics of the human ear; Science Education; Meaningful Learning; Socio-interactionist Theory; Progressive Differentiation; Zone of Proximal Development; Flipped Classroom; Station Rotation; Transdisciplinarity.

PAGES: 149
BIG AREA: Ciências Exatas e da Terra
AREA: Física
SUBÁREA: Física Geral
SPECIALTY: Física Clássica e Física Quântica; Mecânica e Campos
SUMMARY:

This dissertation presents the application of an educational product structured as a didactic sequence, whose objective was to enable students to explore the biophysics of the human ear, articulating anatomy and function through physical and biological concepts, with an emphasis on energy transmission in the middle ear. The transdisciplinary nature of the theme favored greater student involvement and broadened the perception of the integrality of the sciences studied in high school. The work was based on David Ausubel's Theory of Meaningful Learning, especially on the principles of progressive differentiation and integrative reconciliation. It was also based on Lev Vygotsky's Socio-interactionist Theory, considering social interaction as a central element of the learning process. In this context, the Zone of Actual Development (ZAD) was considered – which was identified by the initial questionnaire, showing the students' already consolidated knowledge – and the Zone of Proximal Development (ZPD), mobilized throughout collaborative activities, discussions, and teacher mediation, allowing students to advance to more complex levels of understanding. Based on these theoretical frameworks, two active methodologies were employed—Flipped Classroom and Station Rotation—which fostered student protagonism, collaborative work, and intentional pedagogical mediation. The organization of the didactic stages allowed students to arrive at the stations already equipped with prior knowledge, enhancing interactions and the collective construction of knowledge. Within the active methodologies, progressive differentiation was observed as students needed to revisit the same concepts in different ways at the stations. Integrative reconciliation was understood as the ability to perceive that initially distinct concepts were correlated. The didactic sequence was applied in 2025 to a second-year high school class of 26 students in a private school in Jaboatão dos Guararapes, Pernambuco. The proposal included the application of an initial diagnostic questionnaire, provision of study material for the Flipped Classroom stage, implementation of five teaching-learning stations, and, at the end, the application of a post-intervention questionnaire followed by a collective discussion. Individual analyses of the activities showed that students were able to understand, apply, and explain previously worked phenomena, demonstrating consistent conceptual progress. The comparison between the initial and final questionnaires indicated a significant learning gain, since questions that were previously unanswered or answered incorrectly were now answered adequately and, in several cases, with more elaborate explanations at the end of the didactic sequence, demonstrating an expansion of the Zone of Relativity after the pedagogical interventions.

COMMITTEE MEMBERS:
Presidente - JAIRO RICARDO ROCHA DE OLIVEIRA
Interna - ANA PAULA TEIXEIRA BRUNO SILVA
Externo ao Programa - 2324397 - PEDRO HUGO DE FIGUEIREDO - UFRPE