O ensino de física na EJA : uma proposta com foco na utilização de atividades experimentais demonstrativas - um exemplo no estudo da hidrostática
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Data
2015-11-13
Autores
Gama, Aline Costalonga
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Universidade Federal do Espírito Santo
Resumo
This paper aimed investigate the contributions of teaching Physics proposal for the Youth and Adult Education (YAE) supported in the premises of meaningful learning (AUSUBEL, 2003; MOREIRA, 2011; NOVAK & GOWIN, 1996) and the dialogic and emancipatory education (FREIRE, 2011, 2013) featured for utilization of Experimental Demonstration Activities (EDA). The Hydrostatic topic was explored based in a recurrent approach with six cycles, each one composed of three steps: conceptual, experimental and synthesis of the knowledge. In the first step of each cycle, the teacher exposes the topics in a dialogic form and discovers the prior knowledge of the student. In the second step, the Experimental Demonstration Activities is applied by the students, who perform their experimental proposals to the class. In the synthesis of the knowledge step, the teacher recovers the studied concepts, experiments and completes the cycle. The intervention was performed in the second half of 2014 with fourteen students of a Safety Work Technical Course integrated with high school in YAE modality in a Federal Institution situated in Vitoria - Espírito Santo. Was applied eight questionnaires, two conceptual maps, one traditional evaluation, data from the EDA presentation and investigative practices. We realized that the proposed methodology amplified the dialogue between teacher and students, giving the opportunity to active involvement of students in the teaching process, enabled the demonstration of knowledge by the students and the renegotiation of scientific concepts meanings with the teacher. Was clear the insecurity of the students in front of a new knowledge, but they are able to recognize this change in their cognitive structure. We conclude that the EDA proved an efficient proposal for a procedural evaluation and also crossed the teaching of physics beyond the classroom. We pointed out the need for a flexible approach that respects the learning time of the student and that contribute to his emancipatory training; the proposal presented here revealed itself effective in attending the specific problems and training needs of YAE students.
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Teaching of physics , Atividades experimentais demonstrativas , Youth and adult education , Ensino de física , Experimental demonstration activities , Educação de jovens e adultos