Ondas eletromagnéticas : possibilidades da aplicação no ensino médio a partir das relações CTS

• Ano de defesa: 2017
• Autor(a) principal: Gomes, Ederson Carlos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Física; Ensino médio; Ondas eletromagnéticas; Mapas conceituais; Aprendizagem significativa; CTS (ciência, tecnologia e sociedade); Ensino de Física; Brasil.; Physics teaching; Concept maps; Meaningful learning; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4478

The discipline of Physics unfortunately has the reputation of being one of the greatest villains of the process of teaching and learning in High School. Their interpretation and calculations are seen by many students as one of the great barriers that negatively influence the learning of physics. The aim of this research was to verify the extent to which the insertion of the physical content: electromagnetic waves, through a didactic sequence elaborated in a CTS perspective, can provide significant learning. In the search for answers we developed a qualitative research with a group of 13 students of the 3rd year of High School of a public school in the city of Farol, in the State of Paraná. In order to leverage the learning of electromagnetic waves, we developed and applied a didactic sequence with a CTS approach, to investigate elements that evidenced significant learning, through the use of problem questions, field notes, initial and final conceptual maps. We analyzed the data collected using Bardin's content analysis and Gowin and Novak's theory to verify theoretical elements of Ausubel's meaningful learning such as: hierarchical organization, progressive differentiation and integrative reconciliation. So, we found that the didactic sequence with a CTS focus, developed integrally with the student's participation in the construction of his / her own knowledge, in a flexible and dynamic way, favored the learning of Physics, since, the collected data present elements that allow us to infer the Occurrence of significant learning. We believe that this flexibility of work can enrich the pedagogical practice of the teacher who seeks to present differentiated and more attractive classes for his students, propitiating their interest and their partialization, surpassing the mechanical learning.