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Doutor em Educação, especializado em Física e sua Didáctica na Pädagogische Hochschule Ludwigsburg _ Alemanha; Mestre em Ciências de Educação/ ensino de Física na  Universidade Pedagógica de Moçambique, Licenciado pela Universidade Pedagógica-Moçambique e Docente na Universidade Save-Moçambique.<br />Minhas áreas de Interesse são:<br />Cultura, ciência e Ensino de Física,<br />Desenvolvimento do processo de ensino e aprendizagen das Ciências através da recolha e análise das Pré-concepções dos alunos.<br />Produção de material didáctico<br /><span class="u-fw700">Supervisors: </span>Doutoramento: Prof. Dr. Matthias Laukenmann, Co-Supervisor: Prof. Dr. Erich Starauschek, Mestrado: Prof.Dr. Mário S. Baloi, and Licenciatura: Dr. Carlos Chambal<br /><span class="u-fw700">Phone: </span>+258824126180 +49(0)15756898256<br /><b>Address: </b>Moçambique, Provincia de Gaza, Distrito de Xai Xai<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://independent.academia.edu/EdniltonChaves"><img class="profile-avatar u-positionAbsolute" alt="Ednilton Chaves" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/30737851/48236715/36688491/s200_ednilton.chaves.jpg" 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85735797"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85735797/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Sch%C3%BClervorstellungen_zu_W%C3%A4rme_Temperatur_und_Energie_Eine_explorative_Studie_in_Mosambik"><img alt="Research paper thumbnail of Kulturelle Ausprägungen von vorunterrichtlichen Schülervorstellungen zu Wärme, Temperatur und Energie -Eine explorative Studie in Mosambik" class="work-thumbnail" src="https://attachments.academia-assets.com/90344903/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85735797/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Sch%C3%BClervorstellungen_zu_W%C3%A4rme_Temperatur_und_Energie_Eine_explorative_Studie_in_Mosambik">Kulturelle Ausprägungen von vorunterrichtlichen Schülervorstellungen zu Wärme, Temperatur und Energie -Eine explorative Studie in Mosambik</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In westlichen, nordamerikanischen und asiatischen Kulturen gelten die vorunterrichtlichen Schüler...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In westlichen, nordamerikanischen und asiatischen Kulturen gelten die vorunterrichtlichen Schülervorstellungen zu physikalischen Konzepten als gut erforscht. Die Ergebnisse der Studien deuten darauf hin, dass sich die vorunterrichtlichen Schülervorstellungen in diesen Kulturen sehr ähnlich sind (z. B. Scott et al., 2007). Die Frage nach möglichen kulturellen vorunterrichtlichen Unterschieden ist damit nicht abschließend entschieden, weil es bisher kaum Studien zu vorunterrichtlichen Schülervorstellungen in anderen als westlichen, nordamerikanischen und asiatischen Kulturen gibt. Die vorliegende Studie befasst sich deshalb mit vorunterrichtlichen Schülervorstellungen zu Wärme, Temperatur und Energie in Sub-Sahara-Afrika, genauer in Mosambik (Südost-Afrika). Mündliche und schriftliche Befragungen mosambikanischer Schülerinnen und Schüler in zwei Regionen in Mosambik in Klassenstufe 7 im Jahr 2017 zeigen im Vergleich mit Daten aus Deutschland als Vertreter der westlichen Kultur, dass d...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d0bfa33f6b46bb98d5da0fbc9e834649" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90344903,"asset_id":85735797,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90344903/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85735797"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85735797"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85735797; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40336051"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40336051/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Vorstellungen_zur_Energie_S_197_180"><img alt="Research paper thumbnail of Kulturelle Ausprägungen von vorunterrichtlichen Vorstellungen zur Energie, S. 197-180" class="work-thumbnail" src="https://attachments.academia-assets.com/60579978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40336051/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Vorstellungen_zur_Energie_S_197_180">Kulturelle Ausprägungen von vorunterrichtlichen Vorstellungen zur Energie, S. 197-180</a></div><div class="wp-workCard_item"><span>Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chimie und Physik (GDCP)</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Eine schriftliche Befragung in Klassenstufe 7 aus dem Jahr 2017 von Schülerinnen und ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Eine  schriftliche  Befragung  in  Klassenstufe  7  aus  dem  Jahr  2017  von  Schülerinnen  und Schülern  (N  =  160)  zweier  Ethnien  in  Mosambik  als  typische  Vertreter  Subsahara-Afrikas zeigt  im  Vergleich  mit  Daten  aus  Deutschland  als  ein  Vertreter  der  westlichen  Kultur,  dass die  vorunterrichtlichen  Vorstellungen  zur  Energie  bei  mosambikanischen  Schülerinnen  und Schülern  Ähnlichkeiten  mit  westlichen  Schülerinnen  und  Schüler  aufweisen,  aber  auch deutliche Unterschiede, die vermutlich in Alltagskultur und Sprache begründet sind.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c0d1cb411fbb76c43cb8137de301f6e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60579978,"asset_id":40336051,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60579978/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40336051"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40336051"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40336051; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37806385"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37806385/PRECONCEPTIONS_OF_GRADE_7_STUDENTS_IN_MOZAMBIQUE_ABOUT_HEAT_AND_TEMPERATURE"><img alt="Research paper thumbnail of PRECONCEPTIONS OF GRADE 7 STUDENTS IN MOZAMBIQUE ABOUT HEAT AND TEMPERATURE" class="work-thumbnail" src="https://attachments.academia-assets.com/57804861/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37806385/PRECONCEPTIONS_OF_GRADE_7_STUDENTS_IN_MOZAMBIQUE_ABOUT_HEAT_AND_TEMPERATURE">PRECONCEPTIONS OF GRADE 7 STUDENTS IN MOZAMBIQUE ABOUT HEAT AND TEMPERATURE</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The crucial issue in this research is the problem of how to improve the teaching of science in Mo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The crucial issue in this research is the problem of how to improve the teaching of science in Mozambique. Since research in science education has shown that pre-instructional concepts of learners are one of the most important factors influencing learning (Ausubel, 1960), one of the first steps to improve the teaching of science should be to research on these concepts. The present paper provides a brief overview about research on everyday concepts and it has a purpose of research the pre-instructional concepts of the Mozambican Students in the field of heat and temperature. It focuses on designing a research concept to collect, describe and analyze data about the existing ideas among the learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3aa45ee2d13093cf3345357d2be36a8b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57804861,"asset_id":37806385,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57804861/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37806385"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37806385"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37806385; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37453877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37453877/Sind_vorunterrichtliche_Vorstellungen_zu_W%C3%A4rme_und_Temperatur_auch_kulturell_gepr%C3%A4gt_S_380_383_"><img alt="Research paper thumbnail of Sind vorunterrichtliche Vorstellungen zu Wärme und Temperatur auch kulturell geprägt? ( S. 380-383)" class="work-thumbnail" src="https://attachments.academia-assets.com/57421653/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37453877/Sind_vorunterrichtliche_Vorstellungen_zu_W%C3%A4rme_und_Temperatur_auch_kulturell_gepr%C3%A4gt_S_380_383_">Sind vorunterrichtliche Vorstellungen zu Wärme und Temperatur auch kulturell geprägt? ( S. 380-383)</a></div><div class="wp-workCard_item"><span>Qualitätsvoller Chemie - und Physikunterricht - normative und empirische Dimensionen. Gesellschaft für Didaktik der Chemie und Physik- Jahrestagung in Regensburg, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Eine Interviewstudie mit mosambikanischen Schülerinnen und Schülern bestätigt einerseits den beka...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Eine Interviewstudie mit mosambikanischen Schülerinnen und Schülern bestätigt einerseits<br />den bekannten Befund: Schülervorstellungen sind häufig kulturunabhängig. Andererseits<br />lassen sich in der Studie kulturspezifische Vorstellungen identifizieren, und es lassen sich<br />Vorstellungen identifizieren, die von sprachlichen Besonderheiten geprägt sind.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d2b0768cd2dad2ff1e6dbe94635c79e3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57421653,"asset_id":37453877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57421653/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37453877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37453877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37453877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37453877]").text(description); $(".js-view-count[data-work-id=37453877]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37453877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37453877']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d2b0768cd2dad2ff1e6dbe94635c79e3" } } $('.js-work-strip[data-work-id=37453877]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37453877,"title":"Sind vorunterrichtliche Vorstellungen zu Wärme und Temperatur auch kulturell geprägt? 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Gesellschaft für Didaktik der Chemie und Physik (GDCP), 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Die Untersuchung soll eruieren, ob vorunterrichtliche Vorstellungen zu physikalischen Sachverhalt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Die Untersuchung soll eruieren, ob vorunterrichtliche Vorstellungen zu physikalischen Sachverhalten kulturell ausprägt sind. Sozio-kulturelle und sozial-konstruktivistische Positionen weisen auf eine enge Beziehung zwischen den vorunterrichtlichen Vorstel-lungen und der Alltagskultur hin. In industriell geprägten Kulturen sind die vorunterricht-lichen Vorstellungen zur Physik gut erforscht. Es gibt aber nur wenige Studien in ande-ren Kulturen. Mosambik (Südost-Afrika) ist eines der wärmsten Länder der Erde. Als Be-wohner dieses Landes haben mosambikanische Schüler daher hinsichtlich Wärme und Temperatur einen anderen Erfahrungshintergrund als Schüler mitteleuropäischer oder nordamerikanischer Staaten. In der geplanten Studie sollen die kulturellen Ausprägun-gen von Schülervorstellungen zu Wärme und Temperatur in Mosambik erfasst werden. Ein Interviewleitfaden (Einzel und Gruppeninterviews) wurde in einer ersten und zwei-ten Pilotstudie im Feld erprobt. An Hand der erhobenen Daten wurde inhaltsanalytisch ein erstes und zweites Kategoriensystemen entwickelt.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22e0bf89341efc929bde88e555b29137" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54563303,"asset_id":34705725,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54563303/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34705725"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34705725"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34705725; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="10976406"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10976406/O_ENSINO_DE_F%C3%8DSICA_COM_RECURSO_A_BRINQUEDOS_DID%C3%81CTICOS"><img alt="Research paper thumbnail of O ENSINO DE FÍSICA COM RECURSO A BRINQUEDOS DIDÁCTICOS " class="work-thumbnail" src="https://attachments.academia-assets.com/36720787/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10976406/O_ENSINO_DE_F%C3%8DSICA_COM_RECURSO_A_BRINQUEDOS_DID%C3%81CTICOS">O ENSINO DE FÍSICA COM RECURSO A BRINQUEDOS DIDÁCTICOS </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artigo Científico visa de uma forma geral entender até que ponto os brinquedos didácticos po...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artigo Científico visa de uma forma geral entender até que ponto os brinquedos didácticos podem contribuir para uma aprendizagem significativa dos conceitos da Física, apontando neste caso particular para o Princípio de Conservação de Energia ao nível da 8ª Classe. Por se acreditar de uma forma hipotética que o uso de brinquedos didácticos pode dar o seu contributo no entendimento dos conceitos básicos ministrados, o estudo teve lugar na Escola Secundária de Chongoene para a concretização, havendo envolvido como tal duas turmas da 8ª Classe:  uma experimental e outra de controlo. Na turma experimental as aulas foram dadas com recurso a experiências envolvendo brinquedos didácticos e na de controlo foram dadas respeitando apenas os procedimentos normais de aprendizagen naquela unidade, sem no entanto fazer mensão nem uso do material didáctico concebido, o brinquedo, nas respectivas experiências. As aulas eram discutidas e analisadas de forma a criar-se um conflito cognitivo no aluno, até que este conseguisse produzir o conhecimento científico pretendido. Participaram no estudo cento e seis alunos das turmas em estudo de onde concluiu-se que o uso do brinquedo é de certa forma importante para o aluno na medida em que conduz-lhe a uma rápida inserção e percepção do assunto tratado. Esta conclusão foi alcansada atendendo os resultados das duas turmas em estudo, onde a experimental conseguiu uma colheita de 96.15% e a de controlo apenas 53.70%.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3634c369e1c660649e324fbcf33d327b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36720787,"asset_id":10976406,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36720787/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10976406"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10976406"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10976406; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9846985"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9846985/O_CAMALE%C3%83O_UMA_CONTRIBUI%C3%87%C3%83O_DA_NATUREZA_PARA_O_ENSINO_E_APRENDIZAGEM_DA_ESPECTROSCOPIA"><img alt="Research paper thumbnail of O CAMALEÃO-UMA CONTRIBUIÇÃO DA NATUREZA PARA O ENSINO E APRENDIZAGEM DA ESPECTROSCOPIA" class="work-thumbnail" src="https://attachments.academia-assets.com/36012675/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9846985/O_CAMALE%C3%83O_UMA_CONTRIBUI%C3%87%C3%83O_DA_NATUREZA_PARA_O_ENSINO_E_APRENDIZAGEM_DA_ESPECTROSCOPIA">O CAMALEÃO-UMA CONTRIBUIÇÃO DA NATUREZA PARA O ENSINO E APRENDIZAGEM DA ESPECTROSCOPIA</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumo O presente Artigo pretende estudar a contribuição da natureza, caso do camaleão, no estud...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumo <br />O presente Artigo pretende estudar a contribuição da natureza, caso do camaleão, no estudo do espectro eletromagnético. A luz branca do espectro eletromagnético é composta por  sete faixas com freqüência e comprimentos de onda determinados: vermelho, alaranjado, amarelo, verde, azul, anil e violeta. Para o entendimento do surgimento das cores na zona visível do espectro  pode se contar com o apoio da Naturesa através do camaleão. Por esta via, é possível visualizar as cores sensíveis a nossa vista atravez de uma propriedade básica das ondas; a reflexão, sendo que o camaleão vai emitir preferencialmente as cores que ele consiga absorver. Na espectroscopia, os espectros são obtidos pela dispersão ou singularizarão das ondas de luz de uma fonte em seus diferentes comprimentos.  A espectroscopia separara a contribuição dos diferentes comprimentos de onda provenientes de uma fonte. (Wil lebrord Snell, 1591-1626).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc287c0f0880c5d75d5e3396b68b6f64" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36012675,"asset_id":9846985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36012675/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9846985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9846985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9846985; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9766762"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9766762/XITENDE_UM_INSTRUMENTO_MUSICAL_NO_ENSINO_DE_OSCILA%C3%87%C3%95ES_E_ONDAS"><img alt="Research paper thumbnail of XITENDE – UM INSTRUMENTO MUSICAL NO ENSINO DE OSCILAÇÕES E ONDAS" class="work-thumbnail" src="https://attachments.academia-assets.com/35946440/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9766762/XITENDE_UM_INSTRUMENTO_MUSICAL_NO_ENSINO_DE_OSCILA%C3%87%C3%95ES_E_ONDAS">XITENDE – UM INSTRUMENTO MUSICAL NO ENSINO DE OSCILAÇÕES E ONDAS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumo O presente trabalho, visa de uma forma geral, explorar as potencialidades de um instrumen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumo <br />O presente trabalho, visa de uma forma geral, explorar as potencialidades de um instrumento musical da tradição cultural moçambicana, para o processo de ensino e aprendizagem da Física (oscilações e ondas no ensino secundário geral. Xitende, (em Língua Tsonga) é um arco musical bastante conhecido como tal na parte sul de Moçambique (Inhambane, Gaza e Maputo). Na província de sofala, este instrumento é conhecido por Nthundoa (em língua cena) ou chimatende (em língua Ndau). O autor realizou uma pesquisa exploratória do Xitende no Distrito de Zavala, na Província de Inhambane e numa das Localidades da província de Gaza(Macuácua). Posteriormente, o autor produziu um kit constituído por um arco musical (Xitende) e monocórdio como materiais instrucionais para o ensino de oscilações e ondas. O kit produzido foi experimentado no ensino de oscilações e ondas na sala de aulas em conformidade com o programa de ensino de Física vigente. Os estudantes foram motivados a construir o mesmo kit para melhorar a descrição e explicação do seu funcionamento. O processo de aprendizagem decorreu com a utilização intensa de fichas de trabalho também produzidas pelo autor.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee06136901fe1f38ea5786100ab001b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35946440,"asset_id":9766762,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35946440/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9766762"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9766762"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9766762; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Teaching Documents" id="Teaching Documents"><h3 class="profile--tab_heading_container">Teaching Documents by Alberto M A R C O S Halar</h3></div><div class="js-work-strip profile--work_container" data-work-id="10623477"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10623477/Manual_de_Mec%C3%A2nica_Qu%C3%A2ntica"><img alt="Research paper thumbnail of Manual de Mecânica Quântica" class="work-thumbnail" src="https://attachments.academia-assets.com/36563752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10623477/Manual_de_Mec%C3%A2nica_Qu%C3%A2ntica">Manual de Mecânica Quântica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Embora ainda hoje se ensine a teoria de Bohr, o modelo atómico de Rutherford, a hipótese de De Br...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Embora ainda hoje se ensine a teoria de Bohr, o modelo atómico de Rutherford, a hipótese de De Broglie e a equação de Schröndinger, falta muitas vezes ensinar como tudo isso se torna uma teoria consistente, útil, que é usada todos os dias naturalmente por muitos físicos ao redor do mundo. A física quântica não é um monstro, ou um fantasma, ou uma teoria científica que se baseia em acreditar em particulas-onda, em outras ideias que vão contra o bom senso. A física quântica é um ramo da física tão sério como qualquer outro e tão correcto quanto qualquer outro. Nenhum ramo da física é imune a erros ou a alterações futuras, mas essas alterações têm que ser bem fundamentadas quer teoricamente mostrando o como e um porquê, quer experimentalmente assegurando que essas alterações estão de acordo com o Mundo que a física pretende estudar. Não cabe na física quântica, ou qualquer outro ramo da física, nenhuma ponta de misticismo, ou véus de mistério, nem características enigmáticas. A principal característica de um cientista é o seu espírito crítico. Ter espírito crítico é diferente de ser céptico. Ter espírito crítico é aceitar o que poder ser comprovado experimentalmente como a melhor aproximação da verdade, aceitar o que ainda não foi comprovado experimentalmente como uma possível aproximação da verdade e aceitar como errado tudo o que for comprovado experimentalmente e não ter o mínimo sequer de aproximação com a verdade. Um cientista também tem imaginação, é uma das suas mais poderosas ferramentas, mas a sua função não é convencer as pessoas de que o que ele imaginar é real, mas sim mostrar a todos onde, na realidade, está aquilo que ele imaginou. O presente manual discute os seguintes assuntos: Os limites da física clássica, Conceitos básicos da mecânica Quântica, a equação de Schrodinger, Auto – funções e auto valores, Potenciais unidimensionais, Estrutura geral da mecânica ondulatória, Sistemas quânticos de n partículas, a equação de Schrodinger em três dimensões, Métodos de operadores na mecânica quântica e Átomo de hidrogénio.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="09b4e2b00b1d4f3e6b075b8207e53e50" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36563752,"asset_id":10623477,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36563752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10623477"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10623477"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10623477; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9817507"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9817507/Manual_de_F%C3%ADsica_Moderna"><img alt="Research paper thumbnail of Manual de Física Moderna" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9817507/Manual_de_F%C3%ADsica_Moderna">Manual de Física Moderna</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este é um manual para o ensino de Física, cadeira de Física Moderna. Para frequentar com sucesso ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este é um manual para o ensino de Física, cadeira de Física Moderna. Para frequentar com sucesso este módulo terá que buscar através de uma leitura cuidadosa das fontes de consulta a maior parte da informação ligada ao assunto abordado em cada uma das unidades apresentadas. Para o efeito, no fim de cada unidade apresenta-se uma sugestão de livros para leitura complementar.<br />Antes de resolver qualquer tarefa ou problema, o estudante deve certificar- se de ter compreendido a questão colocada;<br />É importante questionar se as informações colhidas na literatura são relevantes para a abordagem do assunto ou resolução de problemas; <br />Sempre que possível, deve fazer uma sistematização das ideias apresentadas<br />no texto. É evidente que dúvidas e problemas são comuns ao longo de qualquer estudo. Neste contexto, em caso de dúvida numa matéria tente consultar os manuais sugeridos no fim da lição e disponíveis nos centros de ensino a distância (CEAD) mais próximos. Se tiver dúvidas na resolução de algum exercício, procure estudar os exemplos semelhantes apresentados no manual. Se a dúvida persistir, consulte a orientação que aparece no fim dos exercícios. Se a dúvida persistir, veja a resolução do exercício.<br />Não se esqueça de consultar também colegas da Faculdade que tenham feito a cadeira de óptica e ondas, vizinhos e até estudantes de universidades que vivam na sua zona e tenham ou estejam a fazer cadeiras relacionadas com a óptica e ondas.<br />Ao longo deste módulo irá encontrar várias tarefas que acompanham o seu estudo. Tente sempre solucioná-las. Consulte a resolução para confrontar o seu método e a solução apresentada. procure promover o hábito de pesquisa e a capacidade de selecção de fontes de informação, tanto na internet como em livros devendo apenas apresentar o devido cuidado na pesquisa de tais informações.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19610e38ebc8257c78614c5045e5f578" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35987191,"asset_id":9817507,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35987191/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9817507"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9817507"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9817507; 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Para frequentar com sucesso ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este é um manual para o ensino de Física, cadeira de Óptica e Ondas. Para frequentar com sucesso este módulo terá que buscar através de uma leitura cuidadosa das fontes de consulta a maior parte da informação ligada ao assunto abordado em cada uma das unidades apresentadas. Para o efeito, no fim de cada unidade apresenta-se uma sugestão de livros para leitura complementar.<br />Antes de resolver qualquer tarefa ou problema, o estudante deve certificar- se de ter compreendido a questão colocada;<br />É importante questionar se as informações colhidas na literatura são relevantes para a abordagem do assunto ou resolução de problemas; <br />Sempre que possível, deve fazer uma sistematização das ideias apresentadas<br />no texto. É evidente que dúvidas e problemas são comuns ao longo de qualquer estudo. Neste contexto, em caso de dúvida numa matéria tente consultar os manuais sugeridos no fim da lição e disponíveis nos centros de ensino a distância (CEAD) mais próximos. Se tiver dúvidas na resolução de algum exercício, procure estudar os exemplos semelhantes apresentados no manual. Se a dúvida persistir, consulte a orientação que aparece no fim dos exercícios. Se a dúvida persistir, veja a resolução do exercício.<br />Não se esqueça de consultar também colegas da Faculdade que tenham feito a cadeira de óptica e ondas, vizinhos e até estudantes de universidades que vivam na sua zona e tenham ou estejam a fazer cadeiras relacionadas com a óptica e ondas.<br />Ao longo deste módulo irá encontrar várias tarefas que acompanham o seu estudo. Tente sempre solucioná-las. Consulte a resolução para confrontar o seu método e a solução apresentada. procure promover o hábito de pesquisa e a capacidade de selecção de fontes de informação, tanto na internet como em livros devendo apenas apresentar o devido cuidado na pesquisa de tais informações.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="509aedb884843bcc0d9a9686fcf2b78e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35987001,"asset_id":9817434,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35987001/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9817434"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9817434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9817434; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Supervisão de Monografias/ Ensino de Física" id="Supervisão de Monografias/ Ensino de Física"><h3 class="profile--tab_heading_container">Supervisão de Monografias/ Ensino de Física by Alberto M A R C O S Halar</h3></div><div class="js-work-strip profile--work_container" data-work-id="90826177"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90826177/IMPACTO_DO_CARTAZ_DID%C3%81CTICO_NA_ABORDAGEM_DO_CONJUNTO_DOS_N%C3%9AMEROS_REAIS"><img alt="Research paper thumbnail of IMPACTO DO CARTAZ DIDÁCTICO NA ABORDAGEM DO CONJUNTO DOS NÚMEROS REAIS" class="work-thumbnail" src="https://attachments.academia-assets.com/94281705/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90826177/IMPACTO_DO_CARTAZ_DID%C3%81CTICO_NA_ABORDAGEM_DO_CONJUNTO_DOS_N%C3%9AMEROS_REAIS">IMPACTO DO CARTAZ DIDÁCTICO NA ABORDAGEM DO CONJUNTO DOS NÚMEROS REAIS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente estudo debruça-se sobre a abordagem do conjunto de números reais. A pesquisa decorreu ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente estudo debruça-se sobre a abordagem do conjunto de números reais. A pesquisa decorreu na Escola Secundária Maria de Luz Guebuza de Mupaculane, trabalhou-se com 200 alunos da 9ª classe seleccionados aleatoriamente, correspondentes a duas turmas constituídos por 100 alunos cada. Das duas turmas testadas uma é experimental, e a outra de controlo. Dadas as demissões das salas que não podiam receber 100 alunos numa só leva, a autora do trabalho pautou por dividir cada em sub - turmas. Na turma experimental as aulas foram leccionadas com recurso ao cartaz didáctico e na turma de controlo sem recurso ao cartaz didáctico. Após a leccionação ambas turmas foram submetidas a Pós-Teste. Após esta fase comparou-se as médias do pós-teste nas duas turmas onde verificou-se que na turma experimental houve aprendizagem significativa em relação a turma de controlo. A pesquisa revelou que as aulas leccionadas com recurso ao cartaz didáctico, contribuem positivamente na abordagem de conjunto de números reais.<br /><br />Palavras-chave: Aprendizagem Significativa, Cartaz Didáctico, Conjuntos, Números Reais.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="346467f6e5e32b64939003128fd91936" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94281705,"asset_id":90826177,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94281705/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90826177"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90826177"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90826177; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=90826177]").text(description); $(".js-view-count[data-work-id=90826177]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 90826177; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='90826177']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "346467f6e5e32b64939003128fd91936" } } $('.js-work-strip[data-work-id=90826177]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":90826177,"title":"IMPACTO DO CARTAZ DIDÁCTICO NA ABORDAGEM DO CONJUNTO DOS NÚMEROS REAIS","internal_url":"https://www.academia.edu/90826177/IMPACTO_DO_CARTAZ_DID%C3%81CTICO_NA_ABORDAGEM_DO_CONJUNTO_DOS_N%C3%9AMEROS_REAIS","owner_id":23506469,"coauthors_can_edit":true,"owner":{"id":23506469,"first_name":"Alberto","middle_initials":"M A R C O S","last_name":"Halar","page_name":"AlbertoMarcosHalar","domain_name":"up-mz","created_at":"2014-12-14T08:25:00.718-08:00","display_name":"Alberto M A R C O S Halar","url":"https://up-mz.academia.edu/AlbertoMarcosHalar"},"attachments":[{"id":94281705,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/94281705/thumbnails/1.jpg","file_name":"MONOGRAFIA_VERSAO_final_olivia.docx","download_url":"https://www.academia.edu/attachments/94281705/download_file","bulk_download_file_name":"IMPACTO_DO_CARTAZ_DIDACTICO_NA_ABORDAGEM.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94281705/MONOGRAFIA_VERSAO_final_olivia.docx?1668516159=\u0026response-content-disposition=attachment%3B+filename%3DIMPACTO_DO_CARTAZ_DIDACTICO_NA_ABORDAGEM.docx\u0026Expires=1740517906\u0026Signature=cJK9RTvwQ8agDpF-LwnqFL5aVPBTkMrhLr8slzyTgSel4EGu5Xn9MsdETX3T0JejdItvphlyCEqlIHweoMibpS76AiGy~UCZzm9Kp-KrZug~fTWuK6k-aNWkX7hV9xIc8NX1otkQe24-FX1iy-C6qEBNmIkkns-YzEWjUMfPj3Tl3Zz0fRqMlDXAJYJyXH~rZKYGoXGeM4rJab-evUxPQ4xB9SOmerlZAY5hv~q4qeMizBaoOEgjk6p7i2lpZzUlLPA7ZqEBNR-kYaiK8avBukTmOZYHtdZXI3u7aQoBEDeZMlz6F5IbXmM7SbP~y5aIMYLcisBktabkb~-L29Wtxw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90825643"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90825643/FICHAS_COLORIDAS_COMO_ALTERNATIVA_DID%C3%81CTICA_NA_ABORDAGEM_DE_OPERA%C3%87%C3%95ES_DE_ADI%C3%87%C3%83O_DE_N%C3%9AMEROS_INTEIROS"><img alt="Research paper thumbnail of FICHAS COLORIDAS COMO ALTERNATIVA DIDÁCTICA NA ABORDAGEM DE OPERAÇÕES DE ADIÇÃO DE NÚMEROS INTEIROS" class="work-thumbnail" src="https://attachments.academia-assets.com/94281185/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90825643/FICHAS_COLORIDAS_COMO_ALTERNATIVA_DID%C3%81CTICA_NA_ABORDAGEM_DE_OPERA%C3%87%C3%95ES_DE_ADI%C3%87%C3%83O_DE_N%C3%9AMEROS_INTEIROS">FICHAS COLORIDAS COMO ALTERNATIVA DIDÁCTICA NA ABORDAGEM DE OPERAÇÕES DE ADIÇÃO DE NÚMEROS INTEIROS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente estudo visa avaliar as potencialidades das fichas coloridas na abordagem de operações ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente estudo visa avaliar as potencialidades das fichas coloridas na abordagem de operações de adição dos números inteiros na 8ª classe. A pesquisa decorreu na Escola Secundária 19 de Outubro de Sitila, trabalhou-se com 104 alunos seleccionados aleatoriamente, que corresponde a duas turmas, 52 dos quais da turma de controlo e 52 da turma experimental. Na turma de controlo as aulas foram leccionadas sem o uso de alternativa didáctica (fichas coloridas) e na turma experimental com o uso de fichas coloridas. Após a leccionação das aulas ambas turmas foram submetidas a um pós-teste, Os resultados mostram que na turma de controlo não houve mudança significativa da média das classificações entre o pré-teste e o pós-teste, ao passo que na turma experimental a média das classificações no pós-teste é maior em relação à média das classificações no pré-teste. Esses resultados revelam que as aulas leccionadas com recurso a alternativa didáctica contribuem positivamente na abordagem de operações de adição de números inteiros.<br /><br />Palavras-chave: Adição, Aprendizagem significativa, Fichas Coloridas, Números Inteiros.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4db57e6d85ca58ff9cec7fdb1e818651" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94281185,"asset_id":90825643,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94281185/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90825643"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90825643"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90825643; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90822998"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90822998/O_C%C3%ADrculo_Trigonom%C3%A9trico_Manipul%C3%A1vel_como_Ferramenta_Did%C3%A1ctica_na_Abordagem_de_Equa%C3%A7%C3%B5es_Trigonom%C3%A9tricas"><img alt="Research paper thumbnail of O Círculo Trigonométrico Manipulável como Ferramenta Didáctica na Abordagem de Equações Trigonométricas" class="work-thumbnail" src="https://attachments.academia-assets.com/94279438/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90822998/O_C%C3%ADrculo_Trigonom%C3%A9trico_Manipul%C3%A1vel_como_Ferramenta_Did%C3%A1ctica_na_Abordagem_de_Equa%C3%A7%C3%B5es_Trigonom%C3%A9tricas">O Círculo Trigonométrico Manipulável como Ferramenta Didáctica na Abordagem de Equações Trigonométricas</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://up-mz.academia.edu/AlbertoMarcosHalar">Alberto M A R C O S Halar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/C%C3%A2indoAbdulRaimo">Câindo Abdul Raimo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente trabalho científico faz uma abordagem sumária dos resultados de um estudo sobre o proc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente trabalho científico faz uma abordagem sumária dos resultados de um estudo sobre o processo de ensino-aprendizagem de equações trigonométricas com recurso ao círculo trigonométrico manipulável, realizado na Escola Secundária de Vilankulo, distrito de Vilankulo, com os alunos da 10ª classe. A apresentação de novas abordagens didácticas para a leccionação das aulas de Matemática visava permitir que a aprendizagem fosse mais eficaz e significativa. Visando buscar o desenvolvimento deste e de outros assuntos a este adjacentes, a pesquisa objectivava avaliar as potencialidades do círculo trigonométrico manipulável como estratégia didáctica alternativa a abordagem tradicional no ensino de equações trigonométricas. A metodologia escolhida para a investigação foi quantitativa, quanto a abordagem e experimental, quanto aos procedimentos, a qual a partir da revisão bibliográfica de assuntos ligados a temática foi elaborada uma proposta de abordagem alternativa ao método tradicional com vista a colmatar as dificuldades encaradas no ensino e aprendizagem de equações trigonométricas. A metodologia alternativa foi sugerida ciente de que iria servir de um instrumento atractivo no processo de ensino e aprendizagem e seria fundamental para que a aprendizagem ocorra de forma significativa, além de possibilitar aos alunos a interligação entre a matemática escolar e a quotidiana. A implementação da metodologia sugerida como alternativa ao método tradicional resultou na efectivação significativa da aprendizagem.<br />Palavras-chave: Círculo Trigonométrico, Material Manipulável, Equações Trigonométricas</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="613aef172364741223fc7270207166d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94279438,"asset_id":90822998,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94279438/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90822998"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90822998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90822998; 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A pesquisa decorreu na Escola secundaria de Malehice. Trabalhou-se com 37 alunos da 12a classe correspondentes a duas turmas, 17 dos quais da turma experimental (CO1AB) e 20 da turma de controlo (B01A). Na turma experimenta sem recurso ao modelo experimental. Apos a lecionação ambas turmas foram submetidas a pós teste, 81% dos alunos da turma experimental responderam positivamente as questões do pós teste e apenas 33% dos alunos da turma do controlo e que responderam positivamente as mesmas questões. A pesquisa revelou que as aulas lecionadas com recurso ao modelo experimenta, contribuem positivamente na motivação do aluno envolvendo-o na aula e potencializa a aprendizagem<br />Palavras-chave: Modelo experimental, experiencia de demonstração, Aprendizagem, Equilíbrio de rotação</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e71f027fd8bee56f013fafff5e90f026" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67684454,"asset_id":49303649,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67684454/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49303649"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49303649"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49303649; 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No século XV, Leonard da Vinci mostrou-se preocupado com o fenómeno criando pinturas que revolucionaram a aerodinâmica com o andar dos tempos. Os cientistas tentaram criar teorias que explicassem o fenómeno. Dentre as várias teorias, se destacou o princípio de Bernoulli como sendo a teoria que melhor se aplica ao fenómeno de sustentação aerodinâmica. Outros acreditaram na terceira lei de Newton como sendo a lei que melhor explica a sustentação aerodinâmica por causa do ângulo de ataque que as asas formam em relação a direcção do vento relativo. Essas duas teorias estão na  lista das mais faladas até aos dias de hoje. Mas, ao se inventar aviões supersónicos, estes apresentaram habilidades excepcionais como o voo invertido através do qual os cientistas viram-se obrigados a rever o princípio de Bernoulli dado que o mesmo já não se aplicava para todas as condições de voo. Dentre as várias buscas de teorias que melhor explicam a sustentação aerodinâmica encontrou-se a teoria do Efeito Coanda. Este trabalho consiste em avaliar, numa perspectiva didáctica, a sustentação aerodinâmica baseada no princípio de Bernoulli com recurso a experiências de demonstração e tentativa de busca de soluções que se aproximem as condições de voo que uma aeronave pode realizar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0971fcc6c0a1e7eb387bbb7667ee4ac8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54887861,"asset_id":35024917,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54887861/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35024917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35024917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35024917; 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O estudo aponta basicamente para a análise de circuitos eléctricos, associação de resistências, leis de Ohm e Kirchhoff, tendo como suporte conceitos de correntes na perspectiva de Vygotsky. A metodologia usada foi uma pesquisa de campo de natureza qualitativa. O estudo visava igualmente responder as questões: Qual a contribuição do uso de Oficinas Pedagógicas como Recurso Metodológico no processo de ensino e aprendizagem de Electricidade? De que maneiras se pode conseguir resgatar a motivação dos estudantes no processo de ensino e aprendizagem da electricidade, tida actualmente como uma área de Conhecimento de difícel aprendizagem? A busca de melhoria na abordagem da electricidade, levou a testar algumas formas de tratamento do assunto, que consistiram num tratamento metodológico diferenciado para as turmas pesquisadas. Os conteúdos trabalhados na turma de controlo consistiram na leitura e discussão dos conceitos de electricidade. Na experimental além da leitura e debates foram elaborados experimentos com material alternativo e de baixo custo bem como a construção de instrumentos diversos de planificação e avaliação sobre experimentos. As turmas eram de 11ª classe, Secção de Ciências do ensino fundamental regular na Escola Joaquim Chissano, na Cidade de Xai-xai. O uso de experimentos gerou nos alunos um impacto muito positivo, já que eles perceberam que a ciência não é um conhecimento pronto e distante de suas vidas, mas, sim uma constante construção e que está presente no seu dia-a-dia.<br /><br />Palavras-chave: Oficinas pedagógicas, metodologia, circuitos eléctricos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e8fb110b68aaf672ce4950565a7cfe9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37998730,"asset_id":13264262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37998730/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="13264262"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="13264262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13264262; 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Actualmente, c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O recurso a actividades experimentais é uma ferramenta básica no ensino de Física.<br />Actualmente, conhece-se dificuldades que afectam a construção de experiências e a aquisição de<br />materiais, factos comprovados pela escassa utilização dos mesmos. Acredita-se que o uso de<br />materiais de baixo custo, possa ser material alternativo para incentivar os professores a<br />adoptarem a prática experimental como uma ferramenta de ensino, aplicável ao processo de<br />ensino e aprendizagem da Física. O trabalho apresenta uma sugestão demonstrativa de<br />experiências didácticas para aulas práticas de Física: Caso de microfone de carvão.<br />Esta experiência é implementada no Ensino Médio do ESG II, Escola Secundária Joaquim<br />Chissano.<br />Nesta proposta alternativa utiliza-se materiais de baixo custo e de fácil aquisição para a<br />construção da experiência, com maior preferência a materiais que estão relacionados com o<br />quotidiano do aluno, como por exemplo, madeira, mina de grafite, núcleo de carvão retirado de<br />pilha (níquel-cádmio) como forma de aproximar a ciência da sua realidade. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85735797"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85735797/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Sch%C3%BClervorstellungen_zu_W%C3%A4rme_Temperatur_und_Energie_Eine_explorative_Studie_in_Mosambik"><img alt="Research paper thumbnail of Kulturelle Ausprägungen von vorunterrichtlichen Schülervorstellungen zu Wärme, Temperatur und Energie -Eine explorative Studie in Mosambik" class="work-thumbnail" src="https://attachments.academia-assets.com/90344903/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85735797/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Sch%C3%BClervorstellungen_zu_W%C3%A4rme_Temperatur_und_Energie_Eine_explorative_Studie_in_Mosambik">Kulturelle Ausprägungen von vorunterrichtlichen Schülervorstellungen zu Wärme, Temperatur und Energie -Eine explorative Studie in Mosambik</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In westlichen, nordamerikanischen und asiatischen Kulturen gelten die vorunterrichtlichen Schüler...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In westlichen, nordamerikanischen und asiatischen Kulturen gelten die vorunterrichtlichen Schülervorstellungen zu physikalischen Konzepten als gut erforscht. Die Ergebnisse der Studien deuten darauf hin, dass sich die vorunterrichtlichen Schülervorstellungen in diesen Kulturen sehr ähnlich sind (z. B. Scott et al., 2007). Die Frage nach möglichen kulturellen vorunterrichtlichen Unterschieden ist damit nicht abschließend entschieden, weil es bisher kaum Studien zu vorunterrichtlichen Schülervorstellungen in anderen als westlichen, nordamerikanischen und asiatischen Kulturen gibt. Die vorliegende Studie befasst sich deshalb mit vorunterrichtlichen Schülervorstellungen zu Wärme, Temperatur und Energie in Sub-Sahara-Afrika, genauer in Mosambik (Südost-Afrika). Mündliche und schriftliche Befragungen mosambikanischer Schülerinnen und Schüler in zwei Regionen in Mosambik in Klassenstufe 7 im Jahr 2017 zeigen im Vergleich mit Daten aus Deutschland als Vertreter der westlichen Kultur, dass d...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d0bfa33f6b46bb98d5da0fbc9e834649" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90344903,"asset_id":85735797,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90344903/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85735797"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85735797"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85735797; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40336051"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40336051/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Vorstellungen_zur_Energie_S_197_180"><img alt="Research paper thumbnail of Kulturelle Ausprägungen von vorunterrichtlichen Vorstellungen zur Energie, S. 197-180" class="work-thumbnail" src="https://attachments.academia-assets.com/60579978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40336051/Kulturelle_Auspr%C3%A4gungen_von_vorunterrichtlichen_Vorstellungen_zur_Energie_S_197_180">Kulturelle Ausprägungen von vorunterrichtlichen Vorstellungen zur Energie, S. 197-180</a></div><div class="wp-workCard_item"><span>Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chimie und Physik (GDCP)</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Eine schriftliche Befragung in Klassenstufe 7 aus dem Jahr 2017 von Schülerinnen und ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Eine  schriftliche  Befragung  in  Klassenstufe  7  aus  dem  Jahr  2017  von  Schülerinnen  und Schülern  (N  =  160)  zweier  Ethnien  in  Mosambik  als  typische  Vertreter  Subsahara-Afrikas zeigt  im  Vergleich  mit  Daten  aus  Deutschland  als  ein  Vertreter  der  westlichen  Kultur,  dass die  vorunterrichtlichen  Vorstellungen  zur  Energie  bei  mosambikanischen  Schülerinnen  und Schülern  Ähnlichkeiten  mit  westlichen  Schülerinnen  und  Schüler  aufweisen,  aber  auch deutliche Unterschiede, die vermutlich in Alltagskultur und Sprache begründet sind.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c0d1cb411fbb76c43cb8137de301f6e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60579978,"asset_id":40336051,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60579978/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40336051"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40336051"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40336051; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37806385"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37806385/PRECONCEPTIONS_OF_GRADE_7_STUDENTS_IN_MOZAMBIQUE_ABOUT_HEAT_AND_TEMPERATURE"><img alt="Research paper thumbnail of PRECONCEPTIONS OF GRADE 7 STUDENTS IN MOZAMBIQUE ABOUT HEAT AND TEMPERATURE" class="work-thumbnail" src="https://attachments.academia-assets.com/57804861/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37806385/PRECONCEPTIONS_OF_GRADE_7_STUDENTS_IN_MOZAMBIQUE_ABOUT_HEAT_AND_TEMPERATURE">PRECONCEPTIONS OF GRADE 7 STUDENTS IN MOZAMBIQUE ABOUT HEAT AND TEMPERATURE</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The crucial issue in this research is the problem of how to improve the teaching of science in Mo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The crucial issue in this research is the problem of how to improve the teaching of science in Mozambique. Since research in science education has shown that pre-instructional concepts of learners are one of the most important factors influencing learning (Ausubel, 1960), one of the first steps to improve the teaching of science should be to research on these concepts. The present paper provides a brief overview about research on everyday concepts and it has a purpose of research the pre-instructional concepts of the Mozambican Students in the field of heat and temperature. It focuses on designing a research concept to collect, describe and analyze data about the existing ideas among the learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3aa45ee2d13093cf3345357d2be36a8b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57804861,"asset_id":37806385,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57804861/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37806385"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37806385"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37806385; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37453877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37453877/Sind_vorunterrichtliche_Vorstellungen_zu_W%C3%A4rme_und_Temperatur_auch_kulturell_gepr%C3%A4gt_S_380_383_"><img alt="Research paper thumbnail of Sind vorunterrichtliche Vorstellungen zu Wärme und Temperatur auch kulturell geprägt? ( S. 380-383)" class="work-thumbnail" src="https://attachments.academia-assets.com/57421653/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37453877/Sind_vorunterrichtliche_Vorstellungen_zu_W%C3%A4rme_und_Temperatur_auch_kulturell_gepr%C3%A4gt_S_380_383_">Sind vorunterrichtliche Vorstellungen zu Wärme und Temperatur auch kulturell geprägt? ( S. 380-383)</a></div><div class="wp-workCard_item"><span>Qualitätsvoller Chemie - und Physikunterricht - normative und empirische Dimensionen. Gesellschaft für Didaktik der Chemie und Physik- Jahrestagung in Regensburg, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Eine Interviewstudie mit mosambikanischen Schülerinnen und Schülern bestätigt einerseits den beka...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Eine Interviewstudie mit mosambikanischen Schülerinnen und Schülern bestätigt einerseits<br />den bekannten Befund: Schülervorstellungen sind häufig kulturunabhängig. Andererseits<br />lassen sich in der Studie kulturspezifische Vorstellungen identifizieren, und es lassen sich<br />Vorstellungen identifizieren, die von sprachlichen Besonderheiten geprägt sind.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d2b0768cd2dad2ff1e6dbe94635c79e3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57421653,"asset_id":37453877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57421653/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37453877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37453877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37453877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37453877]").text(description); $(".js-view-count[data-work-id=37453877]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37453877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37453877']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d2b0768cd2dad2ff1e6dbe94635c79e3" } } $('.js-work-strip[data-work-id=37453877]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37453877,"title":"Sind vorunterrichtliche Vorstellungen zu Wärme und Temperatur auch kulturell geprägt? 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Gesellschaft für Didaktik der Chemie und Physik (GDCP), 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Die Untersuchung soll eruieren, ob vorunterrichtliche Vorstellungen zu physikalischen Sachverhalt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Die Untersuchung soll eruieren, ob vorunterrichtliche Vorstellungen zu physikalischen Sachverhalten kulturell ausprägt sind. Sozio-kulturelle und sozial-konstruktivistische Positionen weisen auf eine enge Beziehung zwischen den vorunterrichtlichen Vorstel-lungen und der Alltagskultur hin. In industriell geprägten Kulturen sind die vorunterricht-lichen Vorstellungen zur Physik gut erforscht. Es gibt aber nur wenige Studien in ande-ren Kulturen. Mosambik (Südost-Afrika) ist eines der wärmsten Länder der Erde. Als Be-wohner dieses Landes haben mosambikanische Schüler daher hinsichtlich Wärme und Temperatur einen anderen Erfahrungshintergrund als Schüler mitteleuropäischer oder nordamerikanischer Staaten. In der geplanten Studie sollen die kulturellen Ausprägun-gen von Schülervorstellungen zu Wärme und Temperatur in Mosambik erfasst werden. Ein Interviewleitfaden (Einzel und Gruppeninterviews) wurde in einer ersten und zwei-ten Pilotstudie im Feld erprobt. An Hand der erhobenen Daten wurde inhaltsanalytisch ein erstes und zweites Kategoriensystemen entwickelt.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22e0bf89341efc929bde88e555b29137" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54563303,"asset_id":34705725,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54563303/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34705725"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34705725"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34705725; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="10976406"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10976406/O_ENSINO_DE_F%C3%8DSICA_COM_RECURSO_A_BRINQUEDOS_DID%C3%81CTICOS"><img alt="Research paper thumbnail of O ENSINO DE FÍSICA COM RECURSO A BRINQUEDOS DIDÁCTICOS " class="work-thumbnail" src="https://attachments.academia-assets.com/36720787/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10976406/O_ENSINO_DE_F%C3%8DSICA_COM_RECURSO_A_BRINQUEDOS_DID%C3%81CTICOS">O ENSINO DE FÍSICA COM RECURSO A BRINQUEDOS DIDÁCTICOS </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artigo Científico visa de uma forma geral entender até que ponto os brinquedos didácticos po...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artigo Científico visa de uma forma geral entender até que ponto os brinquedos didácticos podem contribuir para uma aprendizagem significativa dos conceitos da Física, apontando neste caso particular para o Princípio de Conservação de Energia ao nível da 8ª Classe. Por se acreditar de uma forma hipotética que o uso de brinquedos didácticos pode dar o seu contributo no entendimento dos conceitos básicos ministrados, o estudo teve lugar na Escola Secundária de Chongoene para a concretização, havendo envolvido como tal duas turmas da 8ª Classe:  uma experimental e outra de controlo. Na turma experimental as aulas foram dadas com recurso a experiências envolvendo brinquedos didácticos e na de controlo foram dadas respeitando apenas os procedimentos normais de aprendizagen naquela unidade, sem no entanto fazer mensão nem uso do material didáctico concebido, o brinquedo, nas respectivas experiências. As aulas eram discutidas e analisadas de forma a criar-se um conflito cognitivo no aluno, até que este conseguisse produzir o conhecimento científico pretendido. Participaram no estudo cento e seis alunos das turmas em estudo de onde concluiu-se que o uso do brinquedo é de certa forma importante para o aluno na medida em que conduz-lhe a uma rápida inserção e percepção do assunto tratado. Esta conclusão foi alcansada atendendo os resultados das duas turmas em estudo, onde a experimental conseguiu uma colheita de 96.15% e a de controlo apenas 53.70%.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3634c369e1c660649e324fbcf33d327b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36720787,"asset_id":10976406,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36720787/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10976406"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10976406"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10976406; 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A luz branca do espectro eletromagnético é composta por  sete faixas com freqüência e comprimentos de onda determinados: vermelho, alaranjado, amarelo, verde, azul, anil e violeta. Para o entendimento do surgimento das cores na zona visível do espectro  pode se contar com o apoio da Naturesa através do camaleão. Por esta via, é possível visualizar as cores sensíveis a nossa vista atravez de uma propriedade básica das ondas; a reflexão, sendo que o camaleão vai emitir preferencialmente as cores que ele consiga absorver. Na espectroscopia, os espectros são obtidos pela dispersão ou singularizarão das ondas de luz de uma fonte em seus diferentes comprimentos.  A espectroscopia separara a contribuição dos diferentes comprimentos de onda provenientes de uma fonte. (Wil lebrord Snell, 1591-1626).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc287c0f0880c5d75d5e3396b68b6f64" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36012675,"asset_id":9846985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36012675/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9846985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9846985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9846985; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9766762"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9766762/XITENDE_UM_INSTRUMENTO_MUSICAL_NO_ENSINO_DE_OSCILA%C3%87%C3%95ES_E_ONDAS"><img alt="Research paper thumbnail of XITENDE – UM INSTRUMENTO MUSICAL NO ENSINO DE OSCILAÇÕES E ONDAS" class="work-thumbnail" src="https://attachments.academia-assets.com/35946440/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9766762/XITENDE_UM_INSTRUMENTO_MUSICAL_NO_ENSINO_DE_OSCILA%C3%87%C3%95ES_E_ONDAS">XITENDE – UM INSTRUMENTO MUSICAL NO ENSINO DE OSCILAÇÕES E ONDAS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumo O presente trabalho, visa de uma forma geral, explorar as potencialidades de um instrumen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumo <br />O presente trabalho, visa de uma forma geral, explorar as potencialidades de um instrumento musical da tradição cultural moçambicana, para o processo de ensino e aprendizagem da Física (oscilações e ondas no ensino secundário geral. Xitende, (em Língua Tsonga) é um arco musical bastante conhecido como tal na parte sul de Moçambique (Inhambane, Gaza e Maputo). Na província de sofala, este instrumento é conhecido por Nthundoa (em língua cena) ou chimatende (em língua Ndau). O autor realizou uma pesquisa exploratória do Xitende no Distrito de Zavala, na Província de Inhambane e numa das Localidades da província de Gaza(Macuácua). Posteriormente, o autor produziu um kit constituído por um arco musical (Xitende) e monocórdio como materiais instrucionais para o ensino de oscilações e ondas. O kit produzido foi experimentado no ensino de oscilações e ondas na sala de aulas em conformidade com o programa de ensino de Física vigente. Os estudantes foram motivados a construir o mesmo kit para melhorar a descrição e explicação do seu funcionamento. O processo de aprendizagem decorreu com a utilização intensa de fichas de trabalho também produzidas pelo autor.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee06136901fe1f38ea5786100ab001b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35946440,"asset_id":9766762,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35946440/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9766762"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9766762"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9766762; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2311199" id="teachingdocuments"><div class="js-work-strip profile--work_container" data-work-id="10623477"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10623477/Manual_de_Mec%C3%A2nica_Qu%C3%A2ntica"><img alt="Research paper thumbnail of Manual de Mecânica Quântica" class="work-thumbnail" src="https://attachments.academia-assets.com/36563752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10623477/Manual_de_Mec%C3%A2nica_Qu%C3%A2ntica">Manual de Mecânica Quântica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Embora ainda hoje se ensine a teoria de Bohr, o modelo atómico de Rutherford, a hipótese de De Br...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Embora ainda hoje se ensine a teoria de Bohr, o modelo atómico de Rutherford, a hipótese de De Broglie e a equação de Schröndinger, falta muitas vezes ensinar como tudo isso se torna uma teoria consistente, útil, que é usada todos os dias naturalmente por muitos físicos ao redor do mundo. A física quântica não é um monstro, ou um fantasma, ou uma teoria científica que se baseia em acreditar em particulas-onda, em outras ideias que vão contra o bom senso. A física quântica é um ramo da física tão sério como qualquer outro e tão correcto quanto qualquer outro. Nenhum ramo da física é imune a erros ou a alterações futuras, mas essas alterações têm que ser bem fundamentadas quer teoricamente mostrando o como e um porquê, quer experimentalmente assegurando que essas alterações estão de acordo com o Mundo que a física pretende estudar. Não cabe na física quântica, ou qualquer outro ramo da física, nenhuma ponta de misticismo, ou véus de mistério, nem características enigmáticas. A principal característica de um cientista é o seu espírito crítico. Ter espírito crítico é diferente de ser céptico. Ter espírito crítico é aceitar o que poder ser comprovado experimentalmente como a melhor aproximação da verdade, aceitar o que ainda não foi comprovado experimentalmente como uma possível aproximação da verdade e aceitar como errado tudo o que for comprovado experimentalmente e não ter o mínimo sequer de aproximação com a verdade. Um cientista também tem imaginação, é uma das suas mais poderosas ferramentas, mas a sua função não é convencer as pessoas de que o que ele imaginar é real, mas sim mostrar a todos onde, na realidade, está aquilo que ele imaginou. O presente manual discute os seguintes assuntos: Os limites da física clássica, Conceitos básicos da mecânica Quântica, a equação de Schrodinger, Auto – funções e auto valores, Potenciais unidimensionais, Estrutura geral da mecânica ondulatória, Sistemas quânticos de n partículas, a equação de Schrodinger em três dimensões, Métodos de operadores na mecânica quântica e Átomo de hidrogénio.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="09b4e2b00b1d4f3e6b075b8207e53e50" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36563752,"asset_id":10623477,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36563752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10623477"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10623477"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10623477; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9817507"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9817507/Manual_de_F%C3%ADsica_Moderna"><img alt="Research paper thumbnail of Manual de Física Moderna" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9817507/Manual_de_F%C3%ADsica_Moderna">Manual de Física Moderna</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este é um manual para o ensino de Física, cadeira de Física Moderna. Para frequentar com sucesso ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este é um manual para o ensino de Física, cadeira de Física Moderna. Para frequentar com sucesso este módulo terá que buscar através de uma leitura cuidadosa das fontes de consulta a maior parte da informação ligada ao assunto abordado em cada uma das unidades apresentadas. Para o efeito, no fim de cada unidade apresenta-se uma sugestão de livros para leitura complementar.<br />Antes de resolver qualquer tarefa ou problema, o estudante deve certificar- se de ter compreendido a questão colocada;<br />É importante questionar se as informações colhidas na literatura são relevantes para a abordagem do assunto ou resolução de problemas; <br />Sempre que possível, deve fazer uma sistematização das ideias apresentadas<br />no texto. É evidente que dúvidas e problemas são comuns ao longo de qualquer estudo. Neste contexto, em caso de dúvida numa matéria tente consultar os manuais sugeridos no fim da lição e disponíveis nos centros de ensino a distância (CEAD) mais próximos. Se tiver dúvidas na resolução de algum exercício, procure estudar os exemplos semelhantes apresentados no manual. Se a dúvida persistir, consulte a orientação que aparece no fim dos exercícios. Se a dúvida persistir, veja a resolução do exercício.<br />Não se esqueça de consultar também colegas da Faculdade que tenham feito a cadeira de óptica e ondas, vizinhos e até estudantes de universidades que vivam na sua zona e tenham ou estejam a fazer cadeiras relacionadas com a óptica e ondas.<br />Ao longo deste módulo irá encontrar várias tarefas que acompanham o seu estudo. Tente sempre solucioná-las. Consulte a resolução para confrontar o seu método e a solução apresentada. procure promover o hábito de pesquisa e a capacidade de selecção de fontes de informação, tanto na internet como em livros devendo apenas apresentar o devido cuidado na pesquisa de tais informações.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19610e38ebc8257c78614c5045e5f578" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35987191,"asset_id":9817507,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35987191/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9817507"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9817507"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9817507; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9817434"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9817434/Manual_de_%C3%B3ptica_e_ondas"><img alt="Research paper thumbnail of Manual de óptica e ondas" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9817434/Manual_de_%C3%B3ptica_e_ondas">Manual de óptica e ondas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este é um manual para o ensino de Física, cadeira de Óptica e Ondas. Para frequentar com sucesso ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este é um manual para o ensino de Física, cadeira de Óptica e Ondas. Para frequentar com sucesso este módulo terá que buscar através de uma leitura cuidadosa das fontes de consulta a maior parte da informação ligada ao assunto abordado em cada uma das unidades apresentadas. Para o efeito, no fim de cada unidade apresenta-se uma sugestão de livros para leitura complementar.<br />Antes de resolver qualquer tarefa ou problema, o estudante deve certificar- se de ter compreendido a questão colocada;<br />É importante questionar se as informações colhidas na literatura são relevantes para a abordagem do assunto ou resolução de problemas; <br />Sempre que possível, deve fazer uma sistematização das ideias apresentadas<br />no texto. É evidente que dúvidas e problemas são comuns ao longo de qualquer estudo. Neste contexto, em caso de dúvida numa matéria tente consultar os manuais sugeridos no fim da lição e disponíveis nos centros de ensino a distância (CEAD) mais próximos. Se tiver dúvidas na resolução de algum exercício, procure estudar os exemplos semelhantes apresentados no manual. Se a dúvida persistir, consulte a orientação que aparece no fim dos exercícios. Se a dúvida persistir, veja a resolução do exercício.<br />Não se esqueça de consultar também colegas da Faculdade que tenham feito a cadeira de óptica e ondas, vizinhos e até estudantes de universidades que vivam na sua zona e tenham ou estejam a fazer cadeiras relacionadas com a óptica e ondas.<br />Ao longo deste módulo irá encontrar várias tarefas que acompanham o seu estudo. Tente sempre solucioná-las. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2553817" id="supervisãodemonografiasensinodefísica"><div class="js-work-strip profile--work_container" data-work-id="90826177"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90826177/IMPACTO_DO_CARTAZ_DID%C3%81CTICO_NA_ABORDAGEM_DO_CONJUNTO_DOS_N%C3%9AMEROS_REAIS"><img alt="Research paper thumbnail of IMPACTO DO CARTAZ DIDÁCTICO NA ABORDAGEM DO CONJUNTO DOS NÚMEROS REAIS" class="work-thumbnail" src="https://attachments.academia-assets.com/94281705/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90826177/IMPACTO_DO_CARTAZ_DID%C3%81CTICO_NA_ABORDAGEM_DO_CONJUNTO_DOS_N%C3%9AMEROS_REAIS">IMPACTO DO CARTAZ DIDÁCTICO NA ABORDAGEM DO CONJUNTO DOS NÚMEROS REAIS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente estudo debruça-se sobre a abordagem do conjunto de números reais. A pesquisa decorreu ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente estudo debruça-se sobre a abordagem do conjunto de números reais. A pesquisa decorreu na Escola Secundária Maria de Luz Guebuza de Mupaculane, trabalhou-se com 200 alunos da 9ª classe seleccionados aleatoriamente, correspondentes a duas turmas constituídos por 100 alunos cada. Das duas turmas testadas uma é experimental, e a outra de controlo. Dadas as demissões das salas que não podiam receber 100 alunos numa só leva, a autora do trabalho pautou por dividir cada em sub - turmas. Na turma experimental as aulas foram leccionadas com recurso ao cartaz didáctico e na turma de controlo sem recurso ao cartaz didáctico. Após a leccionação ambas turmas foram submetidas a Pós-Teste. Após esta fase comparou-se as médias do pós-teste nas duas turmas onde verificou-se que na turma experimental houve aprendizagem significativa em relação a turma de controlo. A pesquisa revelou que as aulas leccionadas com recurso ao cartaz didáctico, contribuem positivamente na abordagem de conjunto de números reais.<br /><br />Palavras-chave: Aprendizagem Significativa, Cartaz Didáctico, Conjuntos, Números Reais.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="346467f6e5e32b64939003128fd91936" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94281705,"asset_id":90826177,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94281705/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90826177"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90826177"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90826177; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90825643"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90825643/FICHAS_COLORIDAS_COMO_ALTERNATIVA_DID%C3%81CTICA_NA_ABORDAGEM_DE_OPERA%C3%87%C3%95ES_DE_ADI%C3%87%C3%83O_DE_N%C3%9AMEROS_INTEIROS"><img alt="Research paper thumbnail of FICHAS COLORIDAS COMO ALTERNATIVA DIDÁCTICA NA ABORDAGEM DE OPERAÇÕES DE ADIÇÃO DE NÚMEROS INTEIROS" class="work-thumbnail" src="https://attachments.academia-assets.com/94281185/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90825643/FICHAS_COLORIDAS_COMO_ALTERNATIVA_DID%C3%81CTICA_NA_ABORDAGEM_DE_OPERA%C3%87%C3%95ES_DE_ADI%C3%87%C3%83O_DE_N%C3%9AMEROS_INTEIROS">FICHAS COLORIDAS COMO ALTERNATIVA DIDÁCTICA NA ABORDAGEM DE OPERAÇÕES DE ADIÇÃO DE NÚMEROS INTEIROS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente estudo visa avaliar as potencialidades das fichas coloridas na abordagem de operações ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente estudo visa avaliar as potencialidades das fichas coloridas na abordagem de operações de adição dos números inteiros na 8ª classe. A pesquisa decorreu na Escola Secundária 19 de Outubro de Sitila, trabalhou-se com 104 alunos seleccionados aleatoriamente, que corresponde a duas turmas, 52 dos quais da turma de controlo e 52 da turma experimental. Na turma de controlo as aulas foram leccionadas sem o uso de alternativa didáctica (fichas coloridas) e na turma experimental com o uso de fichas coloridas. Após a leccionação das aulas ambas turmas foram submetidas a um pós-teste, Os resultados mostram que na turma de controlo não houve mudança significativa da média das classificações entre o pré-teste e o pós-teste, ao passo que na turma experimental a média das classificações no pós-teste é maior em relação à média das classificações no pré-teste. Esses resultados revelam que as aulas leccionadas com recurso a alternativa didáctica contribuem positivamente na abordagem de operações de adição de números inteiros.<br /><br />Palavras-chave: Adição, Aprendizagem significativa, Fichas Coloridas, Números Inteiros.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4db57e6d85ca58ff9cec7fdb1e818651" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94281185,"asset_id":90825643,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94281185/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90825643"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90825643"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90825643; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4db57e6d85ca58ff9cec7fdb1e818651" } } $('.js-work-strip[data-work-id=90825643]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":90825643,"title":"FICHAS COLORIDAS COMO ALTERNATIVA DIDÁCTICA NA ABORDAGEM DE OPERAÇÕES DE ADIÇÃO DE NÚMEROS INTEIROS","internal_url":"https://www.academia.edu/90825643/FICHAS_COLORIDAS_COMO_ALTERNATIVA_DID%C3%81CTICA_NA_ABORDAGEM_DE_OPERA%C3%87%C3%95ES_DE_ADI%C3%87%C3%83O_DE_N%C3%9AMEROS_INTEIROS","owner_id":23506469,"coauthors_can_edit":true,"owner":{"id":23506469,"first_name":"Alberto","middle_initials":"M A R C O S","last_name":"Halar","page_name":"AlbertoMarcosHalar","domain_name":"up-mz","created_at":"2014-12-14T08:25:00.718-08:00","display_name":"Alberto M A R C O S Halar","url":"https://up-mz.academia.edu/AlbertoMarcosHalar"},"attachments":[{"id":94281185,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/94281185/thumbnails/1.jpg","file_name":"monografia_V.3_Final_bernardo_ruben.docx","download_url":"https://www.academia.edu/attachments/94281185/download_file","bulk_download_file_name":"FICHAS_COLORIDAS_COMO_ALTERNATIVA_DIDACT.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94281185/monografia_V.3_Final_bernardo_ruben.docx?1668515545=\u0026response-content-disposition=attachment%3B+filename%3DFICHAS_COLORIDAS_COMO_ALTERNATIVA_DIDACT.docx\u0026Expires=1740517906\u0026Signature=drjwL3tBzBzj6qgzvh1kAk9nfl62m96Tvq9zSEXNeIh~I7MiA-VhuPgcYF2RpTNFnalcCr8IoO05xcNPsoHmLQ~FzIoHCLo87ecUWJRjfOU7gISYi12OPDVa62zc0-A3lMO3EJcrcUf6U6o2AEksyYpXR3tSOmtLY-r~mJcksCcq9~04LbU16rOYw1sZ3Eoo2joEjquWZk10U4u9~40WwV3GfTrrjhzSpxcn3uVXESN5GMcp1rJjvILQruTTxdCbT-GZNYYT2oFP8vqC8Y9-qXTr0JaC0iz7rBc5rxo0P5tzI0JvIQWBst2J0mI4UkM7N5R9OZ2EFqjKTwSeoxs1xA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90822998"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90822998/O_C%C3%ADrculo_Trigonom%C3%A9trico_Manipul%C3%A1vel_como_Ferramenta_Did%C3%A1ctica_na_Abordagem_de_Equa%C3%A7%C3%B5es_Trigonom%C3%A9tricas"><img alt="Research paper thumbnail of O Círculo Trigonométrico Manipulável como Ferramenta Didáctica na Abordagem de Equações Trigonométricas" class="work-thumbnail" src="https://attachments.academia-assets.com/94279438/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90822998/O_C%C3%ADrculo_Trigonom%C3%A9trico_Manipul%C3%A1vel_como_Ferramenta_Did%C3%A1ctica_na_Abordagem_de_Equa%C3%A7%C3%B5es_Trigonom%C3%A9tricas">O Círculo Trigonométrico Manipulável como Ferramenta Didáctica na Abordagem de Equações Trigonométricas</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://up-mz.academia.edu/AlbertoMarcosHalar">Alberto M A R C O S Halar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/C%C3%A2indoAbdulRaimo">Câindo Abdul Raimo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente trabalho científico faz uma abordagem sumária dos resultados de um estudo sobre o proc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente trabalho científico faz uma abordagem sumária dos resultados de um estudo sobre o processo de ensino-aprendizagem de equações trigonométricas com recurso ao círculo trigonométrico manipulável, realizado na Escola Secundária de Vilankulo, distrito de Vilankulo, com os alunos da 10ª classe. A apresentação de novas abordagens didácticas para a leccionação das aulas de Matemática visava permitir que a aprendizagem fosse mais eficaz e significativa. Visando buscar o desenvolvimento deste e de outros assuntos a este adjacentes, a pesquisa objectivava avaliar as potencialidades do círculo trigonométrico manipulável como estratégia didáctica alternativa a abordagem tradicional no ensino de equações trigonométricas. A metodologia escolhida para a investigação foi quantitativa, quanto a abordagem e experimental, quanto aos procedimentos, a qual a partir da revisão bibliográfica de assuntos ligados a temática foi elaborada uma proposta de abordagem alternativa ao método tradicional com vista a colmatar as dificuldades encaradas no ensino e aprendizagem de equações trigonométricas. A metodologia alternativa foi sugerida ciente de que iria servir de um instrumento atractivo no processo de ensino e aprendizagem e seria fundamental para que a aprendizagem ocorra de forma significativa, além de possibilitar aos alunos a interligação entre a matemática escolar e a quotidiana. A implementação da metodologia sugerida como alternativa ao método tradicional resultou na efectivação significativa da aprendizagem.<br />Palavras-chave: Círculo Trigonométrico, Material Manipulável, Equações Trigonométricas</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="613aef172364741223fc7270207166d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94279438,"asset_id":90822998,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94279438/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90822998"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90822998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90822998; 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A pesquisa decorreu na Escola secundaria de Malehice. Trabalhou-se com 37 alunos da 12a classe correspondentes a duas turmas, 17 dos quais da turma experimental (CO1AB) e 20 da turma de controlo (B01A). Na turma experimenta sem recurso ao modelo experimental. Apos a lecionação ambas turmas foram submetidas a pós teste, 81% dos alunos da turma experimental responderam positivamente as questões do pós teste e apenas 33% dos alunos da turma do controlo e que responderam positivamente as mesmas questões. A pesquisa revelou que as aulas lecionadas com recurso ao modelo experimenta, contribuem positivamente na motivação do aluno envolvendo-o na aula e potencializa a aprendizagem<br />Palavras-chave: Modelo experimental, experiencia de demonstração, Aprendizagem, Equilíbrio de rotação</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e71f027fd8bee56f013fafff5e90f026" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67684454,"asset_id":49303649,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67684454/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49303649"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49303649"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49303649; 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No século XV, Leonard da Vinci mostrou-se preocupado com o fenómeno criando pinturas que revolucionaram a aerodinâmica com o andar dos tempos. Os cientistas tentaram criar teorias que explicassem o fenómeno. Dentre as várias teorias, se destacou o princípio de Bernoulli como sendo a teoria que melhor se aplica ao fenómeno de sustentação aerodinâmica. Outros acreditaram na terceira lei de Newton como sendo a lei que melhor explica a sustentação aerodinâmica por causa do ângulo de ataque que as asas formam em relação a direcção do vento relativo. Essas duas teorias estão na  lista das mais faladas até aos dias de hoje. Mas, ao se inventar aviões supersónicos, estes apresentaram habilidades excepcionais como o voo invertido através do qual os cientistas viram-se obrigados a rever o princípio de Bernoulli dado que o mesmo já não se aplicava para todas as condições de voo. Dentre as várias buscas de teorias que melhor explicam a sustentação aerodinâmica encontrou-se a teoria do Efeito Coanda. Este trabalho consiste em avaliar, numa perspectiva didáctica, a sustentação aerodinâmica baseada no princípio de Bernoulli com recurso a experiências de demonstração e tentativa de busca de soluções que se aproximem as condições de voo que uma aeronave pode realizar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0971fcc6c0a1e7eb387bbb7667ee4ac8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54887861,"asset_id":35024917,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54887861/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35024917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35024917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35024917; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="13264262"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/13264262/Estudo_das_viabilidades_de_Oficinas_Pedag%C3%B3gicas_como_Recurso_Metodol%C3%B3gico_no_Ensino_de_Electricidade"><img alt="Research paper thumbnail of Estudo das viabilidades de Oficinas Pedagógicas como Recurso Metodológico no Ensino de Electricidade" class="work-thumbnail" src="https://attachments.academia-assets.com/37998730/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/13264262/Estudo_das_viabilidades_de_Oficinas_Pedag%C3%B3gicas_como_Recurso_Metodol%C3%B3gico_no_Ensino_de_Electricidade">Estudo das viabilidades de Oficinas Pedagógicas como Recurso Metodológico no Ensino de Electricidade</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A presente Monografia pretende estudar as viabilidades da aplicação de Oficinas Pedagógicas como ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A presente Monografia pretende estudar as viabilidades da aplicação de Oficinas Pedagógicas como Recurso Metodológico no Ensino de electricidade, concorrendo para a busca de uma aprendizagem significativa para o desenvolvimento de competência e habilidades por parte dos alunos. O estudo aponta basicamente para a análise de circuitos eléctricos, associação de resistências, leis de Ohm e Kirchhoff, tendo como suporte conceitos de correntes na perspectiva de Vygotsky. A metodologia usada foi uma pesquisa de campo de natureza qualitativa. O estudo visava igualmente responder as questões: Qual a contribuição do uso de Oficinas Pedagógicas como Recurso Metodológico no processo de ensino e aprendizagem de Electricidade? De que maneiras se pode conseguir resgatar a motivação dos estudantes no processo de ensino e aprendizagem da electricidade, tida actualmente como uma área de Conhecimento de difícel aprendizagem? A busca de melhoria na abordagem da electricidade, levou a testar algumas formas de tratamento do assunto, que consistiram num tratamento metodológico diferenciado para as turmas pesquisadas. Os conteúdos trabalhados na turma de controlo consistiram na leitura e discussão dos conceitos de electricidade. Na experimental além da leitura e debates foram elaborados experimentos com material alternativo e de baixo custo bem como a construção de instrumentos diversos de planificação e avaliação sobre experimentos. As turmas eram de 11ª classe, Secção de Ciências do ensino fundamental regular na Escola Joaquim Chissano, na Cidade de Xai-xai. O uso de experimentos gerou nos alunos um impacto muito positivo, já que eles perceberam que a ciência não é um conhecimento pronto e distante de suas vidas, mas, sim uma constante construção e que está presente no seu dia-a-dia.<br /><br />Palavras-chave: Oficinas pedagógicas, metodologia, circuitos eléctricos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e8fb110b68aaf672ce4950565a7cfe9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37998730,"asset_id":13264262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37998730/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="13264262"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="13264262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13264262; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11292682"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11292682/Constru%C3%A7%C3%A3o_de_Material_Instrucional_para_Aulas_Pr%C3%A1ticas_da_F%C3%ADsica_Ondulat%C3%B3ria_Caso_de_Microfone_de_Carv%C3%A3o"><img alt="Research paper thumbnail of Construção de Material Instrucional para Aulas Práticas da Física Ondulatória: Caso de Microfone de Carvão" class="work-thumbnail" src="https://attachments.academia-assets.com/36870700/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11292682/Constru%C3%A7%C3%A3o_de_Material_Instrucional_para_Aulas_Pr%C3%A1ticas_da_F%C3%ADsica_Ondulat%C3%B3ria_Caso_de_Microfone_de_Carv%C3%A3o">Construção de Material Instrucional para Aulas Práticas da Física Ondulatória: Caso de Microfone de Carvão</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O recurso a actividades experimentais é uma ferramenta básica no ensino de Física. Actualmente, c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O recurso a actividades experimentais é uma ferramenta básica no ensino de Física.<br />Actualmente, conhece-se dificuldades que afectam a construção de experiências e a aquisição de<br />materiais, factos comprovados pela escassa utilização dos mesmos. Acredita-se que o uso de<br />materiais de baixo custo, possa ser material alternativo para incentivar os professores a<br />adoptarem a prática experimental como uma ferramenta de ensino, aplicável ao processo de<br />ensino e aprendizagem da Física. O trabalho apresenta uma sugestão demonstrativa de<br />experiências didácticas para aulas práticas de Física: Caso de microfone de carvão.<br />Esta experiência é implementada no Ensino Médio do ESG II, Escola Secundária Joaquim<br />Chissano.<br />Nesta proposta alternativa utiliza-se materiais de baixo custo e de fácil aquisição para a<br />construção da experiência, com maior preferência a materiais que estão relacionados com o<br />quotidiano do aluno, como por exemplo, madeira, mina de grafite, núcleo de carvão retirado de<br />pilha (níquel-cádmio) como forma de aproximar a ciência da sua realidade. Este protótipo<br />permite discutir a natureza do fenómeno microfónico.<br />O procedimento de colecta de dados durante as aulas considera-se simples e de fácil<br />compreensão, e que o professor consegue como vantagem o envolvimento dos alunos num<br />processo didáctica mais produtivo e cativante.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="50669ff62af143bc6f7d6ceede93fac3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36870700,"asset_id":11292682,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36870700/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11292682"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11292682"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11292682; 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Desenvolveu-se uma pesquisa exploratória com 2 professores e 119 alunos, correspondentes a duas turmas da 8ª classe, da Escola Secundária de Xai-Xai, sendo uma turma de controle e a outra experimental. As duas turmas, bem como, os 2 professores foram submetidos a um inquérito para colher por parte dos alunos, sensibilidades em relação a disciplina de Física e auscultar aos professores de que forma o PEA está sendo conduzido naquela escola. Na turma de controlo foram leccionadas aulas sem se tomar em conta a realização de experiências de demonstração e na turma experimental, tendo em conta a realização de experiências de demonstração. A recolha de dados, organização e análise teve um tratamento estatístico, onde fez-se a comparação dos resultados das duas turmas. Os resultados obtidos evidenciam de uma forma clara o papel das experiências. Para a análise dos experimentos demonstrativos foram utilizados livros didácticos do ensino Superior, 8ª classe e textos que mostram a aplicação dos conceitos físicos no quotidiano, fundamentado em textos sobre actividades demonstrativas e investigativas. <br />Palavras-chave׃ Técnicas, competência, experiência e demonstração</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c091cf5a03777646954f96dc190dd4cd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36870653,"asset_id":11292635,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36870653/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11292635"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11292635"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11292635; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11277565"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11277565/Concep%C3%A7%C3%B5es_alternativas_dos_alunos_no_ensino_de_%C3%93ptica_Geom%C3%A9trica"><img alt="Research paper thumbnail of Concepções alternativas dos alunos no ensino de Óptica Geométrica" class="work-thumbnail" src="https://attachments.academia-assets.com/36860646/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11277565/Concep%C3%A7%C3%B5es_alternativas_dos_alunos_no_ensino_de_%C3%93ptica_Geom%C3%A9trica">Concepções alternativas dos alunos no ensino de Óptica Geométrica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As reformas curriculares de que o PEA tem sofrido em Moçambique exigem do professor, uma nova for...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As reformas curriculares de que o PEA tem sofrido em Moçambique exigem do professor, uma nova forma de abordar os fenómenos de Óptica Geométrica a fim de se encontrar o método capaz de melhorar a qualidade do ensino no País, visto que na disciplina de Física regista se um número maior de reprovações. O ensino de Física tem sido uma exposição das teorias propostas nos materiais de ensino sem correspondência do conhecimento empírico e do científico. O presente trabalho, desenvolvido na Escola Secundária de Xai-Xai teve como objectivo avaliar, a influência das concepções alternativas dos alunos de modo a superar as dificuldades na assimilação da Óptica Geométrica e na compreensão da sua importância na sociedade pois a falta de concordância entre a metodologia do ensino e as capacidades operatórios dos alunos pode ser considerada como a causa da influência das concepções alternativas e que veiculam fortemente no tipo de linguagem que envolve. As perguntas de múltipla escolha e materiais de reflexão, permitiram identificar as concepções alternativas dos alunos os quais apresentaram o mesmo padrão de concepções alternativa independentemente do tempo de instrução formal. Dando se atenção especial à explicação científica de como enxergar um objecto, perpassando por discussões sobre a luz e fez se avaliação do processo de reflexão da luz nos espelhos planos e esféricos, e a formação de sombra em objectos opacos para aplicação das estratégias de ensino avaliando as potencialidade e a aplicabilidade no ensino onde foi notável a resistência das concepções á mudança, tendendo a permanecer inalterável tanto antes como após a instrução formal devido o domínio da cultura.<br /><br /><br />Palavras – chave: concepções alternativas; sombra; espelhos; luz; Óptica Geométrica.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc2d1b16e90de9d5d78bb841029d4949" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36860646,"asset_id":11277565,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36860646/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11277565"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11277565"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11277565; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="10863812"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10863812/A_Influ%C3%AAncia_das_concep%C3%A7%C3%B5es_alternativas_na_Aprendizagem_da_Mec%C3%A2nica_O_Caso_da_Escola_Secund%C3%A1ria_Joaquim_Chissano"><img alt="Research paper thumbnail of A Influência das concepções alternativas na Aprendizagem da Mecânica: O Caso da Escola Secundária Joaquim Chissano" class="work-thumbnail" src="https://attachments.academia-assets.com/36667076/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10863812/A_Influ%C3%AAncia_das_concep%C3%A7%C3%B5es_alternativas_na_Aprendizagem_da_Mec%C3%A2nica_O_Caso_da_Escola_Secund%C3%A1ria_Joaquim_Chissano">A Influência das concepções alternativas na Aprendizagem da Mecânica: O Caso da Escola Secundária Joaquim Chissano</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Esta monografia relata um estudo sobre a influência das concepções alternativas dos alunos do nív...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Esta monografia relata um estudo sobre a influência das concepções alternativas<br />dos alunos do nível médio sobre a mecânica.<br />A pesquisa procura entender até que ponto a valorização/aproveitamento das<br />concepções alternativas dos alunos pode concorrer para uma melhor aprendizagem<br />dos conceitos da física.<br />Para concretizar este objectivo, trabalhou-se com duas turmas da 11ª Classe uma,<br />como turma de pesquisa e a outra como turma de controle. Na turma de pesquisa as<br />aulas eram dadas tendo como ponto de partida as concepções alternativas dos<br />alunos, estas eram analisadas e discutidas colocando o aluno em um conflito<br />cognitivo até chegar ao conhecimento científico pretendido ao passo que na turma<br />de controle era feito todo o tratamento didáctico mas ignorava-se as concepções<br />alternativas dos alunos.<br />Participaram no estudo cerca de cem alunos das turmas C02 e B01 da 11ª Classe<br />da Escola Secundária Joaquim Chissano. 56,45% dos alunos da T. Teste<br />responderam positivamente às questões apresentadas e apenas 43,63 dos alunos<br />da T. Contr. é que responderam positivamente a mesmas questões.<br />A pesquisa revelou que o aproveitamento das concepções alternativas dos alunos<br />concorre para uma melhor aprendizagem dos conceitos da Física, sobre tudo da<br />mecânica.<br />Palavras Chaves: Pré-Concepções, aproveitamento/valorização, aprendizagem</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ed1c0b3c6e3ad874f755538f2fdb7d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36667076,"asset_id":10863812,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36667076/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10863812"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10863812"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10863812; 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Com o tema em causa pretende-se verificar se realmente existe dependencia total e completa no uso da calculadora em detrimento do uso das faculdades mentais e se isso leva o aluno a carregar dificuldades na execucao de operacoes basicas aprendidas desde o 1º ciclo do ensino primario ate ao 1ºciclo do ensino secundario geral, concretamente na 10ªclasse.<br />Um cidadao formado  com qualidade e eficacia a Matematica e rigoroso no que faz, procede de forma logica com vista a superar os desafios da sociedade tornando-a mais progressiva</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6686cd9e697eb19f53a5526680e4ca7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36625822,"asset_id":10768288,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36625822/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10768288"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10768288"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10768288; 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O ensino de Física tem sido teorizado e isso torna o acto do saber dissociado do saber fazer e do saber ser/estar. O presente trabalho foi desenvolvido no distrito de  Manjacaze, em colaboração com os Professores de Física da Escola secundária de Manjacaze e o principal objectivo foi colher informações que poderão comprovar as hipóteses traçadas em relação ao uso do chitende no ensino da Acústica, bem como compreender dos praticantes da música tradicional, as características Físico- sonoras que o chitende pode apresentar. A pesquisa feita constatou que o chitende é um instrumento que pode facilitar a explicação do fenómeno da acústica, pois possui a maioria das características que são estudadas na acústica, tais como ondas sonoras, caracteristicas qualitativas do som, ressonância sonora, interferência sonora, etc.<br /><br />Palavras chave: acústica, som, ressonância,  chitende ondas sonoras</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aa1f68394414c6a9b123e9fecf6b9c58" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36625058,"asset_id":10766559,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36625058/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10766559"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10766559"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10766559; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="10737664"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10737664/A_contribui%C3%A7%C3%A3o_da_natureza_no_processo_de_ensino_e_Aprendizagem_do_espectro_electromagn%C3%A9tico_Caso_do_camale%C3%A3o"><img alt="Research paper thumbnail of A contribuição da natureza no processo de ensino e Aprendizagem do espectro electromagnético. Caso do camaleão." class="work-thumbnail" src="https://attachments.academia-assets.com/36612436/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10737664/A_contribui%C3%A7%C3%A3o_da_natureza_no_processo_de_ensino_e_Aprendizagem_do_espectro_electromagn%C3%A9tico_Caso_do_camale%C3%A3o">A contribuição da natureza no processo de ensino e Aprendizagem do espectro electromagnético. Caso do camaleão.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente trabalho pretende estudar a contribuição da natureza no estudo do espectro eletromagné...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente trabalho pretende estudar a contribuição da natureza no estudo do espectro eletromagnético no caso do camaleão. A luz branca do espectro eletromagnético é composta por  sete faixas com freqüência e comprimentos de onda determinados: vermelho com freqüência e comprimento de onda, alaranjado com freqüência e comprimento de onda, amarelo com freqüência e comprimento de onda, verde com freqüência e comprimento de onda, azul com freqüência e comprimento de onda, anil com freqüência e comprimento de onda e violeta também com freqüência e comprimento de onda. Para o entendimento das cores pode se usar o camaleão para visualização de todas as cores que nele se pode reflectir. Na espectroscopia, os espectros são obtidos pela dispersão ou singularizarão das ondas de luz de uma fonte em seus diferentes comprimentos.  A espectroscopia separara a contribuição dos diferentes comprimentos de onda provenientes de uma fonte. (Wil lebrord Snell, 1591-1626).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="400aaea8079086030d3014898ce8233c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36612436,"asset_id":10737664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36612436/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10737664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10737664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10737664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10737664]").text(description); $(".js-view-count[data-work-id=10737664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10737664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10737664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "400aaea8079086030d3014898ce8233c" } } $('.js-work-strip[data-work-id=10737664]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10737664,"title":"A contribuição da natureza no processo de ensino e Aprendizagem do espectro electromagnético. 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Neste estudo procurou-se fazer um levantamento de situações que promovem a aprendizagem em sala de aula de Física, baseadas em experimentações numa turma da Escola Industrial e Comercial Eduardo Mondlane de Inhambane. Para recolha de opiniões aplicaram-se questionários a alunos da turma e respectivos professores de Física da Escola. A proposta foi ferramenta de apoio no ensino experimental de Física, na tentativa de despertar interesse dos alunos do Ensino técnico. Como sustentação desta, fez-se um diagnóstico, prévio, para determinar o nível de conhecimento inicial dos alunos em conteúdos de Electricidade. Este trabalho está dividido em três partes: A primeira é a introdutória que faz alusão aos objectivos, justificativa e hipóteses, há também aspectos teóricos importantes, trata-se de temas como: O papel da experimentação na aprendizagem da electricidade no ensino de física. A segunda centra-se na metodologia onde descrevem-se os métodos usados na pesquisa e a última onde discutem-se resultados experimentais e conclusão. Recomenda-se que as experiências sejam feitas com materiais simples, de fácil aquisição e baixo custo, para facilitar a sua aquisição e manuseamento durante a montagem, assim como activar e despertar as habilidades dos alunos</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75ee3e4d5f14743d10888c68bc7b86b7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36612362,"asset_id":10737534,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36612362/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10737534"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10737534"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10737534; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="10717125"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10717125/O_Papel_da_fam%C3%ADlia_na_gest%C3%A3o_do_Processo_de_Ensino_Aprendizagem_Caso_da_Escola_Prim%C3%A1ria_Unidade_11_de_Xai_Xai_2005_2010_"><img alt="Research paper thumbnail of O Papel da família na gestão do Processo de Ensino-Aprendizagem. Caso da Escola Primária Unidade 11 de Xai-Xai, (2005-2010)" class="work-thumbnail" src="https://attachments.academia-assets.com/36603723/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10717125/O_Papel_da_fam%C3%ADlia_na_gest%C3%A3o_do_Processo_de_Ensino_Aprendizagem_Caso_da_Escola_Prim%C3%A1ria_Unidade_11_de_Xai_Xai_2005_2010_">O Papel da família na gestão do Processo de Ensino-Aprendizagem. Caso da Escola Primária Unidade 11 de Xai-Xai, (2005-2010)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">No presente trabalho, trazemos uma abordagem sobre: O Papel da Família na gestão do Processo de E...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">No presente trabalho, trazemos uma abordagem sobre: O Papel da Família na gestão do Processo de Ensino-Aprendizagem. Caso da Escola Primária Completa Unidade 11. E, com este tema, tencionamos no geral, Compreender o papel da família na gestão do Processo de Ensino e Aprendizagem. Este estudo pretende trazer uma reflexão do papel que a comunidade deve desempenhar na escola como forma de melhorar o desempenho desta. Para concretização deste trabalho fez-se inquéritos e entrevistas à comunidade ao director da escola em epígrafe para colher sensibilidades sobre como estes actuam na gestão do PEA. A principal conclusão deste trabalho mostra que a comunidade pouco participa no acompanhamento do PEA, devido a falta de esclarecimento sobre o seu papel. Para o efeito sugerimos que a comunidade comungue em todos os planos curriculares com a escola para melhorar a sua participação.  <br />Palavras-chave: Família, Comunidade e Escola.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c4e9fb09d368d7fb6c556b9c4f28012" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36603723,"asset_id":10717125,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36603723/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10717125"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10717125"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10717125; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10717125]").text(description); $(".js-view-count[data-work-id=10717125]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10717125; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10717125']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c4e9fb09d368d7fb6c556b9c4f28012" } } $('.js-work-strip[data-work-id=10717125]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10717125,"title":"O Papel da família na gestão do Processo de Ensino-Aprendizagem. 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A pesquisa procura entender até que ponto os brinquedos didácticos podem concorrer para uma aprendizagem significativa dos conceitos da Física, particularmente na aprendizagem do Princípio de Conservação de Energia. A pesquisa decorreu na Escola Secundária de Chongoene para a concretização dos objectivos, trabalhou-se com duas turmas da 8ª Classe, sendo uma experimental, a 8ª De a outra de controlo a8ª E. Na turma experimental as aulas eram dadas com recurso aos brinquedos e na de controlo fazia se simplesmente o ditado dos apontamentos. As aulas eram analisadas e discutidas de forma a se criar um conflito cognitivo no aluno, até chegar ao conhecimento científico pretendido, enquanto na turma de controlo fazia-se todo o tratamento didáctico mas ignorava-se o uso do material didáctico concebido, o brinquedo. Participaram no estudo cento e seis alunos das turmas em estudo de onde tivemos como resultado final 96.15%dos alunos da turma experimental que responderam positivamente ás questões apresentadas e 53.70%da turma de controlo que responderam positivamente as mesmas questões. No fim o autor deu aula fazendo o uso do novo método proposto sobre tudo na aprendizagem do princípio de conservação de energia. <br />Palavras-chave: Brinquedos didácticos, Trabalho e Energia.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6adebeb8f004c6125b0410ac600a3cbf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36603619,"asset_id":10716909,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36603619/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10716909"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10716909"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10716909; 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Foram leccionadas seis aulas em duas turmas da 9ª classe, e como técnica de colecta de dados usou-se a observação directa acoplada ao questionário como respectivo instrumento. Durante a colecta de dados foram leccionadas aulas com experiências demonstrativas e algumas sem experiências. Posteriormente, para a compreensão da matéria, fez-se a análise comparativa das duas turmas. Os resultados obtidos na pesquisa mostram que as experiências motivam o aluno nas aulas de Física, pois estas, serviram como uma forma de ilustrar fenómenos físicos, tentando abordar o conteúdo de maneira mais atraente e agradável. Neste âmbito, não se deixou de fora outras funções, como seja, a facilitação e a ajuda ao aluno no desenvolvimento das suas capacidades de ‘observação’ e ‘reflexão’. Chegou-se a conclusão de que apesar da falta de laboratório escolar’ e escassez de recursos materiais diversificados, o professor pode produzir material didáctico em que a experiência sirva como recurso mediador na apresentação, exemplificação e ensino de conceitos físicos. Concluiu-se ainda que as actividades experimentais contribuem para criar interesse ao aluno assim como a sua participação nas diferentes aulas de Física para além de fornecer suporte ao processo de construção e validação de modelos físicos.<br />Palavras – chave: calor, temperatura, experiências.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="07d2e18ba9ff02fb33c56c212af6ab96" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94282304,"asset_id":90827154,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94282304/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90827154"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90827154"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90827154; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90826748"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90826748/USO_DO_M%C3%89TODO_DE_RESOLU%C3%87%C3%83O_DE_PROBLEMAS_NO_ESTUDO_DAS_EQUA%C3%87%C3%95ES_LINEARES"><img alt="Research paper thumbnail of USO DO MÉTODO DE RESOLUÇÃO DE PROBLEMAS NO ESTUDO DAS EQUAÇÕES LINEARES" class="work-thumbnail" src="https://attachments.academia-assets.com/94282069/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90826748/USO_DO_M%C3%89TODO_DE_RESOLU%C3%87%C3%83O_DE_PROBLEMAS_NO_ESTUDO_DAS_EQUA%C3%87%C3%95ES_LINEARES">USO DO MÉTODO DE RESOLUÇÃO DE PROBLEMAS NO ESTUDO DAS EQUAÇÕES LINEARES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente trabalho visa, de forma geral, avaliar a contribuição do uso da metodologia de resoluç...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente trabalho visa, de forma geral, avaliar a contribuição do uso da metodologia de resolução de problemas baseada no roteiro de Polya no estudo das equações lineares. A pesquisa realizou-se na Escola Secundária 25 de Setembro de Mudaúca envolvendo 100 alunos distribuídos em duas turmas, turma experimental e turma de controlo. A selecção das turmas obedeceu uma amostragem aleatória simples. As turmas foram submetidas num primeiro instante a um pré-teste para diagnosticar o nível inicial dos alunos. De seguida, fez-se a intervenção didáctica onde na turma experimental implementou-se a metodologia de resolução de problemas e na turma de controlo, através do método tradicional. Os resultados obtidos evidenciam que na turma de controlo não houve avanços significativos antes e depois da intervenção didáctica, ao passo que na turma experimental, houve melhorias na aprendizagem. Concernente ao Pós – teste aplicado, os resultados levaram a concluir que o método proposto é eficaz na resolução de equações lineares, com 95% de nível de confiança e 5% de nível de significância. <br />Palavras – chave: Aprendizagem Equação, Equação linear, Ensino, Resolução de Problemas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d408c9aa333993f61ced6439b69a42a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94282069,"asset_id":90826748,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94282069/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90826748"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90826748"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90826748; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90824580"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90824580/ESTUDO_DO_POTENCIAL_DE_MAPAS_CONCEPTUAIS_COMO_RECURSO_DID%C3%81CTICO_NA_APRENDIZAGEM_DA_CINEM%C3%81TICA"><img alt="Research paper thumbnail of ESTUDO DO POTENCIAL DE MAPAS CONCEPTUAIS COMO RECURSO DIDÁCTICO NA APRENDIZAGEM DA CINEMÁTICA" class="work-thumbnail" src="https://attachments.academia-assets.com/94280585/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90824580/ESTUDO_DO_POTENCIAL_DE_MAPAS_CONCEPTUAIS_COMO_RECURSO_DID%C3%81CTICO_NA_APRENDIZAGEM_DA_CINEM%C3%81TICA">ESTUDO DO POTENCIAL DE MAPAS CONCEPTUAIS COMO RECURSO DIDÁCTICO NA APRENDIZAGEM DA CINEMÁTICA</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://up-mz.academia.edu/AlbertoMarcosHalar">Alberto M A R C O S Halar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CacildaArmandoTamele">Cacilda Armando Tamele</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Os mapas conceptuais caracterizam-se pela sua forma eficaz de aprendizagem, mas para que isso aco...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Os mapas conceptuais caracterizam-se pela sua forma eficaz de aprendizagem, mas para que isso aconteça as ideias intuitivas dos alunos, commumente designadas por pré-concepções ou concepções alternativas dos alunos, devem ser valorizadas. Este trabalho científico objectiva-se a estudar a contribuição dos mapas conceptuais como recurso didáctico no processo de ensino e aprendizagem da cinemática. A pesquisa procura entender de que forma o uso de mapas conceptuais pode contribuir no processo de ensino e aprendizagem de Cinemática. A pesquisa decorreu na Escola Secundária Ndambine 2000 e para a sua efectivação trabalhou-se com duas turmas da 8ª classe com 49 alunos. Quanto à metodologia de pesquisa usou-se a abordagem quantitativa. Os resultados evidenciaram que os mapas conceptuais constituem recursos que implementam um procedimento potencialmente facilitador da aprendizagem da cinemática e que possibilitem a ocorrência da aprendizagem significativa num ambiente receptivo a aulas prazerosas e construtivas.<br />Palavras-chave: Mapas Conceptuais, Cinemática, Escola Secundária Ndambine 2000.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ca39810ebf2f876946364607a5ffc02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94280585,"asset_id":90824580,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94280585/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90824580"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90824580"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90824580; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90823946"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90823946/APLICA%C3%87%C3%83O_DO_JOGO_TORRE_DE_HAN%C3%93I_COMO_RECURSO_DID%C3%81CTICO_NA_ABORDAGEM_DA_FUN%C3%87%C3%83O_EXPONENCIAL"><img alt="Research paper thumbnail of APLICAÇÃO DO JOGO TORRE DE HANÓI COMO RECURSO DIDÁCTICO NA ABORDAGEM DA FUNÇÃO EXPONENCIAL" class="work-thumbnail" src="https://attachments.academia-assets.com/94280109/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90823946/APLICA%C3%87%C3%83O_DO_JOGO_TORRE_DE_HAN%C3%93I_COMO_RECURSO_DID%C3%81CTICO_NA_ABORDAGEM_DA_FUN%C3%87%C3%83O_EXPONENCIAL">APLICAÇÃO DO JOGO TORRE DE HANÓI COMO RECURSO DIDÁCTICO NA ABORDAGEM DA FUNÇÃO EXPONENCIAL</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A presente pesquisa centra-se na avaliação das potencialidades do jogo Torre de Hanói na abordage...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A presente pesquisa centra-se na avaliação das potencialidades do jogo Torre de Hanói na abordagem do conceito da função exponencial, como recurso didáctico-metodológico alternativo. A pesquisa foi desenvolvida na Escola Secundária 28 de Janeiro de Massinga. Foram Seleccionados aleatoriamente 135 alunos em 5 turmas da 10ª Classe que constituíram duas turmas, 68 na turma experimental e 67 na turma de controlo. No princípio, foi aplicado um pré – teste a fim de diagnosticar o nível inicial dos alunos concernente ao entendimento da função exponencial. Coube, de seguida, a leccionação de aulas, onde a turma experimental privilegiou-se do uso do jogo torre de Hanói como alternativa didáctica, assentado na teoria construtivista e a turma de controlo sem recurso ao jogo. Após a leccionação das aulas, as duas turmas foram submetidas ao pós – teste para aferir as viabilidades da implementação da proposta de ensino. Através do software SPSS, aplicou-se o teste t de studant onde os resultados relatam que houve melhorias estatisticamente significativas no pós - teste, no entanto, a turma experimental conseguiu conquistar maior média que a de controlo. Desta forma, concluiu-se que as actividades com o jogo torre de Hanói impulsionam a aprendizagem da função exponencial de forma activa e contextual. <br />Palavras-chave: Aprendizagem, Ensino, Função exponencial, Jogo didáctico, Torre de Hanói.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="23972ca6c697ec7fe1e81f095bd2b499" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94280109,"asset_id":90823946,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94280109/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90823946"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90823946"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90823946; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="51695302"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/51695302/A_INFLU%C3%8ANCIA_DAS_CONCEP%C3%87%C3%95ES_ALTERNATIVAS_NA_APRENDIZAGEM_DAS_LEIS_DE_NEWTON"><img alt="Research paper thumbnail of A INFLUÊNCIA DAS CONCEPÇÕES ALTERNATIVAS NA APRENDIZAGEM DAS LEIS DE NEWTON" class="work-thumbnail" src="https://attachments.academia-assets.com/69305340/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/51695302/A_INFLU%C3%8ANCIA_DAS_CONCEP%C3%87%C3%95ES_ALTERNATIVAS_NA_APRENDIZAGEM_DAS_LEIS_DE_NEWTON">A INFLUÊNCIA DAS CONCEPÇÕES ALTERNATIVAS NA APRENDIZAGEM DAS LEIS DE NEWTON</a></div><div class="wp-workCard_item"><span>A INFLUÊNCIA DAS CONCEPÇÕES ALTERNATIVAS NA APRENDIZAGEM DAS LEIS DE NEWTON</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As reformas curriculares de que o processo de ensino e aprendizagem tem sofrido em Moçambique exi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As reformas curriculares de que o processo de ensino e aprendizagem tem sofrido em Moçambique exigem do professor, uma nova forma de abordagem dos conteúdos da Física, a fim de se encontrar um método que seja capaz de melhorar a qualidade de ensino no país. Para a concretização dos objectivos preconizados neste estudo, trabalhou-se com duas turmas da 10a classe, sendo uma experimental (10a B1) e outra de controle (10a B2) em substituição aos alunos da 8ª classe, que devido a pandemia do CORONAVIRUS, que assola o mundo em geral e o nosso país em particular, não retomaram as aulas. Na turma experimental as aulas foram leccionadas valorizando as concepções alternativas dos alunos, onde estas foram analisadas e discutidas criando um conflito cognitivo no aluno, até este chegar ao conhecimento científico pretendido, enquanto que na turma de controle foi feito utodo o tratamento didáctico mas ignorava-se as concepções alternativas dos alunos. Participaram do estudo 40 alunos das duas turmas acima referenciadas. Tivemos como resultado final, 89.1% dos alunos da turma B1 que responderam positivamente às questões<br />apresentadas e apenas 63.3% dos alunos da turma B2 que responderam positivamente às mesmas questões. No final o autor concluiu que dando aulas valorizando as concepções alternativas dos alunos concorre para uma melhor aprendizagem das leis de Newton.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d79c8f05f0ddda915418dd3f4dcc9552" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69305340,"asset_id":51695302,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69305340/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51695302"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51695302"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51695302; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28560519"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28560519/O_Papel_dos_Pais_e_Encarregados_de_Educa%C3%A7%C3%A3o_na_Gest%C3%A3o_Participativa_da_Escola_Caso_da_Escola_Prim%C3%A1ria_do_1o_e_2o_Grau_24_de_Julho_2013_2015_"><img alt="Research paper thumbnail of O Papel dos Pais e Encarregados de Educação na Gestão Participativa da Escola: Caso da Escola Primária do 1º e 2º Grau 24 de Julho (2013-2015)" class="work-thumbnail" src="https://attachments.academia-assets.com/48916695/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28560519/O_Papel_dos_Pais_e_Encarregados_de_Educa%C3%A7%C3%A3o_na_Gest%C3%A3o_Participativa_da_Escola_Caso_da_Escola_Prim%C3%A1ria_do_1o_e_2o_Grau_24_de_Julho_2013_2015_">O Papel dos Pais e Encarregados de Educação na Gestão Participativa da Escola: Caso da Escola Primária do 1º e 2º Grau 24 de Julho (2013-2015)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O presente trabalho apresenta as práticas da gestão participativa implementadas mediante a cooper...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O presente trabalho apresenta as práticas da gestão participativa implementadas mediante a cooperação entre os professores, encarregados de educação e a direcção da escola. O objectivo central desta pesquisa é de desenvolver uma análise crítico - avaliativa do papel dos pais e/encarregados de educação na gestão participativa da escola, indicando os procedimentos aplicados pelos encarregados da educação na gestão da escola; as modalidades aplicadas pela escola para envolver os encarregados de educação na gestão da escola; o impacto das acções dos pais e encarregados de educação na melhoria do ambiente da gestão escolar, bem como as propostas que podem impulsionar a participação activa e consciente dos encarregados da escola. Para o efeito, aplicou-se uma pesquisa qualitativa auxiliada por questionários, envolvendo uma amostra de 23 informantes, sendo que os dados recolhidos foram submetidos à análise estatística e análise do conteúdo. Desta pesquisa concluiu-se que os procedimentos de participação dos pais e encarregados de educação caracterizam-se pela participação das reuniões trimestrais para a recepção das informações do processo pedagógico, notando-se um afastamento dos encarregados da gestão da aprendizagem dos educandos e da própria escola; concluiu-se, ainda, que as acções dos encarregados de educação tem menor impacto na melhoria da qualidade da gestão escolar porque não são fundadas nas práticas da gestão democrática propostas nos diplomas e regulamentos ministeriais sobre o papel do encarregado de educação na escola. Diante destas constatações, no presente trabalho, apresenta-se como sugestão, a revitalização dos órgãos escolares para o envolvimento dos pais e encarregados de educação.<br /><br />Palavras-Chave: gestão escolar; democracia; qualidade de ensino.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="11215fc3a0f52cc4b57d0cb1d1b526b9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48916695,"asset_id":28560519,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48916695/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28560519"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28560519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28560519; 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