Problemas geradores de discussões: uma proposta para a disciplina de física nos cursos de engenharia
In this work we tried, to verify the effects of the DGP Methodology, (Discussion Generator Problems) about the process of the academic formation of the student of Engineering through his endeavor in the Physics teaching. That Methodology was built with the objective of searching a new pedagogical wa...
| Autor principal: | Machado, Vinicius |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2018
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/3533 |
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| Resumo: |
In this work we tried, to verify the effects of the DGP Methodology, (Discussion Generator Problems) about the process of the academic formation of the student of Engineering through his endeavor in the Physics teaching. That Methodology was built with the objective of searching a new pedagogical way, in order to allow Physics teaching to give a bigger contributing role in the student education process, the future engineer. To build the methodology, we searched orientation through studies about the NCGs (National Curricula Guidelines) of the Engineering courses, educational principles of the STS focus (Science, Technology and Society) and about works which propose the teaching development based on Problem Solving. In the research, three DGP activity applications occurred. The discussions that occurred with the application of PGDs were intermediated by the teacher according to a technique called Focus Group or Group Discussions. The data collecting occurred through the reports delivered by the students when they solved the DGPs. The collected information passed through a qualitative analysis, following the guidelines of the Content Analysis methods. The results obtained allowed us to conclude that the DGP Methodology fulfills the purposes to which it was built. The use of the DGP Methodology promoted a greater participation of the students in the process of their academic accomplishments, with the fulfillment of new learning activities and the utilization of different area knowledge, integrated to the search of answer/solution to questions/questionings contained in the DGPs. The students also started to work in groups to do researches, to confront ideas, to make, propose and exercise their abilities in elaborate/describe/practice experimental procedures, putting in evidence theoretical knowledge. They started to relate technology to social and environmental matters, using those relations to ponder, analyze or evaluate impacts caused by the use of different processes, procedures or technological products. As a final product, presents a guide to development and implementation of methodology DGP. |
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