Ensino de Física - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17490
Programa de Pós-Graduação em Ensino de Física

Centro: CCE
Telefone: (27) 4009 2811
URL do programa: http://www.ensinodefisica.ufes.br/

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Navegando Ensino de Física - Mestrado Profissional por Assunto "aprendizagem baseada em projetos"

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    A abordagem da temática da eletricidade no ensino de física através da aprendizagem baseada em projetos: possibilidades e desafios no desenvolvimento de diferentes tipos de conteúdo
    (Universidade Federal do Espírito Santo, 2021-03-24) Souza, Thays Ferreira; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; http://lattes.cnpq.br/2630228116446621; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Pasqualetto, Terrimar Ignácio; http://orcid.org/0000-0001-7921-5730; http://lattes.cnpq.br/1679742271760849
    With the development of contemporary society, several changes have taken place in the ways of life and work. In this sense, there is a growing trend towards an improvement in knowledge in different spheres: personal, environmental, professional, and social. Considering this scenario, it is necessary to rethink how formal education will take place, taking into account which qualities and skills are being prioritized in the education of our students, as well as paying attention to their citizenship and professional training. From this perspective, the use of active methodologies in basic education allows for a development that is more in line with the demands of the contemporary world, since in these the student becomes an active subject in the construction of his knowledge. With this in mind, the Project-Based Learning (PBL) methodology presents itself as a means by which students can develop in different spheres of knowledge. The methodology is based on a generating question that is based on socially relevant problems, and in PBL, students are involved in all stages of the projects and are active subjects in their teaching and learning processes. This research aimed to analyze how the development of different types of content took place; procedural, attitudinal, and conceptual, for the discipline of Physics in the final year of high school classes in the context of a public school in the state of Espírito Santo. As a result of this work, an instructional guide for other teachers to learn, adapt and apply the PBL methodology was created. The research is designed as action research because both I, as a research teacher, and the students, as research subjects, construct and participate in the stages of planning, execution, and data analysis. The findings revealed that: difficulties with work materials, class time, and infrastructure were overcome and did not impede project progress; that the use of the methodology was very positive, as it allowed the teacher to be more creative in my teaching work and provided students with a differentiated experience; and that; it enabled the development of students' autonomy in decision-making and allowed for the development of various types of content, particularly procedural and attitudinal ones; it also enabled students to participate in scientific dissemination events. During the research, the main theme of the projects developed was electricity and its applications. In addition to the theme, the students used knowledge related to waveform contents, heat transmission processes, and classical mechanics to elaborate and develop their ideas when developing the activities. This method of working contributed to the development of a broader, less compartmentalized view of energy and its transformations, as well as a more complete and conscious understanding of how we use and could use electricity more efficiently.