Proposta de sequência didática sobre o ensino de energia solar através da aprendizagem baseada em projetos e robótica educacional
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Data
2025-08-29
Autores
Souza, Anna Ruth de Souza e
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Universidade Federal do Espírito Santo
Resumo
This work presents the application of an Educational Product based on the active methodology of Project-Based Learning (PBL), according to the principles advocated by William Bender, focusing on knowledge construction through practical, collaborative, and interdisciplinary activities. The proposal was developed from a project that integrates Physics concepts, especially those related to solar energy, educational robotics, and the construction of sustainable prototypes powered by solar energy, using recyclable materials. The general objective of this study was to design, implement, and examine a didactic sequence grounded in the Curricular Guidelines of Espírito Santo and the National Common Curricular Base (BNCC), with the aim of contributing to the learning of Physics concepts related to the theme of solar energy, through the active methodology of Project-Based Learning (PBL), using the construction of sustainable robots. The implementation took place in the context of the New High School, within an elective course at a public school in the State of Espírito Santo. The didactic sequence was structured around the development of a collective project focused on solving real-world problems, promoting student protagonism. As pedagogical and assessment tools, portfolios, analytic rubrics, and questionnaires with both open and closed questions were used, with the latter analyzed using the Likert scale. The construction and development of the robots were articulated with the study of the photovoltaic effect, the transformation of sunlight into electrical energy, and the importance of sustainability, connecting the project to the Sustainable Development Goals (SDGs), especially SDG 11. Data collection and analysis were conducted using a qualitative approach, considering both the students’ formative journey and the quality of their productions and reflections throughout the project. Self-assessment and the feedback generated by the instruments used showed progress in content comprehension, student engagement, and the consolidation of competencies established by the BNCC, such as critical thinking, problem-solving, and collaboration.Overall, the results indicate that the didactic sequence and the teacher’s pedagogical mediation contributed effectively to students’ motivation, creativity, and meaningful learning, enabling the articulation between theory and practice and fostering the formation of more critical and active citizens. The use of PBL proved particularly suitable for Physics teaching, as it allowed students to apply concepts in concrete and relevant situations, strengthening the integration of scientific education, technology, and citizenship.
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Energia solar , Aprendizagem baseada em projetos , Robótica educacional