Name: Vinicius Teixeira Mardegan
Type: MSc dissertation
Publication date: 31/03/2021

Namesort descending Role
Gustavo Viali Loyola Advisor *

Examining board:

Namesort descending Role
Breno Rodrigues Segatto Internal Alternate *
Cleiton Kenup Piumbini External Alternate *
Gustavo Viali Loyola Advisor *
José Bohland Filho External Examiner *
Marcia Regina Santana Pereira Internal Examiner *

Summary: The History of Science can be an important tool to provide support for
meaningful learning of physical concepts. In this research, I develop a pre-test
that will serve as an anchor for building a sequence of potentially significant
Teaching Teaching CIFU, as well as analyzed the previous organizers,
conceptual dimensions, and procedural students of the 2nd grade of high
school of the State High School Attila de Almeida Miranda Interschool Center in
educational activities developed with the perspective of Significant Learning
Theory (TAS) of Ausubel / Moreira in electrostaticusing PhET simulators and
experiments. This research aims to verify whether the PhET simulations and the
experiments of Van de Graaff, Tesla Coil with lightning rods, were useful to
promote the acquisition of subsunçores, by the students, for the significant
learning of the concept of electrostatics. This is a qualitative research. The
research is based on David Ausubel`s TAS with the concept of previous
organizer. Data collection consisted of applying an initial questionnaire to
assess the students` previous knowledge. The data show that part of the
students partially described the concept of electrostatics, showing that they had
previous organizers of this concept, but that none of them knew how to correctly
describe the pre-test questionnaire, and thus, these data will be used for the
construction of The UTO.
Soon after the application of the Pre-Test, the sequences of classes properly
assembled were applied to fill the deficiencies in the contents addressed on
Electrification. The lesson sequence was constructed with the objective of
showing students the types of electrification, thus being organized into 9
classes. These 9 classes were divided into stages of previous knowledge
gathering (Pre-Test), discussion about what is Electrostatics, deepening of
knowledge, use of experiments, construction of the Tesla Coil (experiments
were used that when used by the students, previous organizers are raised, and
one of them was the Tesla Coil with the Lightning Rod, in addition to using the
Van de Graaff Experiment, an experiment that always makes students curious
about how it works, and some PhET Electrostatic simulators, para-rays, a new
problem situation, the Post-test (composed of ten open and closed questions,

which aims to verify whether the class sequence is capable of potentiating
students in understanding the concepts of Electrostatics) and the apphedging of
the lesson sequence and data collection. After the application of the sequence
of classes, it was verified that there was learning and that it was significant ly
with the use of the instruments presented.

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