Sequência de experimentos (aplicados remotamente) de eletricidade e magnetismo

• Ano de defesa: 2023
• Autor(a) principal: Santos, Suzana Aguera de Mello e Albuquerque
• Orientador(a): Maria, Marco Aurélio Euflauzino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Mestrado Nacional Profissional em Ensino de Física - PROFIS-So
• Palavras-chave em Português: Ausubel; Experimentação; Demonstração; Investigação; Verificação; Ensino de Física
• Palavras-chave em Inglês: Experimentation; Demonstrative; Verifiable; Investigative; Teaching Physics
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/17233

Experimentation contributes significantly as an important tool in the teaching of Physics by making it more meaningful, attractive, and pleasant for students. In order to ensure that experimentation acts in favors the learning process, it is necessary for the teacher to know the modalities of the experimental activities, the teaching and the student function, the space, time, class, posture during the experimentation, the skills they want students to develop, as well as the advantages and disadvantages of each modality. Given this context, the work presented here sought to investigate a new contribution to the teaching and learning of Physics topics studied in high school, approaching experimental strategies applied remotely. This work aimed to propose a sequence composed of three experimental activities demonstrative, verification, and investigation (involving themes of electricity and magnetism), applied in three remote meetings for high school students from the private education system in the city of São José dos Campos, considering Ausubel's theory of meaningful learning as a reference. Through the experimental activities, it was noticed an effective participation and reflection of the themes treated by the students, who took advantage of the fact of being remote to closely observe the experiments, participate assiduously through the chat comments the experiments and asking questions, developing autonomy and creativity when carrying out the tasks. Evidence of significant learning was obtained using the three experimentation approaches remotely, as well as greater student involvement in the proposed activities.