Banca de DEFESA: YUGO LEMOS KAWANO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : YUGO LEMOS KAWANO
DATE: 31/08/2023
TIME: 09:00
LOCAL: Videoconferência
TITLE:

MECHANICS AND FOOTBALL: POSSIBILITIES IN PHYSICS TEACHING

KEY WORDS:

Teaching and learning. Physics. Interdisciplinarity. Mechanics. Soccer.

PAGES: 108
BIG AREA: Ciências Exatas e da Terra
AREA: Física
SUBÁREA: Física Geral
SPECIALTY: Instrumentação Específica de Uso Geral em Física
SUMMARY:

In summary, the study addressed the issues surrounding the teaching and learning process of both teachers and students in physics classes. Of note is the perception that students consider the discipline of physics to be complex and difficult to comprehend, leading them to dislike the subject from an early age. The research proposed the use of interdisciplinary materials that relate physics to sports practices, such as soccer, aiming to make the concepts of basic mechanics more understandable and engaging. The objectives of the work included assessing students' prior knowledge of mechanics, exploring classical mechanics phenomena in soccer, developing an interdisciplinary pedagogical handbook that relates to soccer practice, and verifying the assimilation of concepts through text production activities and debates. The research took place at Uneouro School in Ouro Preto do Oeste, Rondônia, Brazil, with high school students. A qualitative approach was used, applying an interdisciplinary educational product that relates classical mechanics and soccer. The study was classified as participatory action research, involving the analysis of learning challenges. The results showed that the proposed didactic sequence resulted in a significant increase in students' interest and engagement in physics classes. The students exhibited greater participation and interaction in the lessons, and the diversified resources such as texts, images, videos, and simulators contributed to a more dynamic and interactive learning experience. It is considered that the pedagogical, participatory, and collaborative approach promoted active knowledge construction. The data indicate that the didactic sequence can be an effective tool in physics education, providing meaningful learning. The contextualization of physical concepts and their relation to everyday situations facilitated student understanding. However, it is emphasized that the implementation of the same requires careful preparation on the part of teachers, considering the students' profile and adapting resources and approaches. Therefore, the study indicated that the proposed didactic sequence can contribute significantly to physics education.

COMMITTEE MEMBERS:
Presidente - 1811027 - ELIANE SILVA LEITE
Interno - ***.640.662-** - JULIANO ALVES DE DEUS - UnB
Interna - 2140706 - QUEILA DA SILVA FERREIRA
Externa à Instituição - PRISCILLA PACI ARAUJO - UFSCAR