Magnestismo planetário: uma nova abordagem didática para o ensino de Física no Ensino Médio
Bibliographic record
Abstract
The contents of Physics are generally little explored and presented through dogmatized concepts and mathematical equations that make the teaching-learning process of this Science uninteresting. In this sense, the present work seeks to justify the insertion of planetary magnetism topics in the contents of High School Physics, as it is a significant didactic, exploratory, perfecting, important and motivating topic of knowledge acquired in Elementary School and beginning of High School. For this purpose, an action research was used as a methodological focus with the aim of investigating and intervening in the research process, through the presentation of a didactic proposal, applied with 20 students of the 1st year of the Integrated Technical Teaching in Administration and Informatics of Middle Level of the IFPI/Campus Angical, suggestive to Physics teachers regarding the application of the content in the educational space, whose nature of the research is of the qualitative type. The analysis and interpretation of the data obtained after the sequence highlight a good reception regarding the object of knowledge indicated for insertion in high school, since the students actively participated in the classes arguing and correctly answering the indicated questionnaire, where the students consolidated and expanded their conceptions on the magnetic field of the planets, thus demonstrating significant learning. In addition to national curriculum documents, the work was supported by the theoretical frameworks of Ausubel (1973, 2001), Moreira (2017), Correia (2007), Moreira and Masini (2006), among others.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.009 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".