Uma proposta metodológica para o ensino de conceitos de física mediada por técnicas do judô e a sala de aula invertida

• Ano de defesa: 2019
• Autor(a) principal: Santos Filho, Ramilton Batinga dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFAL
• Palavras-chave em Português: Física (Ensino médio); Aprendizagem significativa; Estratégia didática; Métodos de ensino; Sala de aula invertida; Physics (High School); Significant learning; Didactic strategy; Teaching methods; Inverted classroom; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6681

This work aims to identify the forms of use and the contributions of the inverted classroom associated with videoaulas exploring judo techniques for the teaching of some concepts of physics in a determined high school class. Due to the technological modernization, we used the Google Classroom platform to make available the tests and audiovisual resources that were made for the application of the inverted classroom and to build knowledge in the student with emphasis in the theory of the significant learning. Here Judo was used to create basic knowledge for the construction of concepts of Physics. Judo is a sport based on many aspects of mechanics, so we chose this sport to exemplify concepts of physics as center of mass, torque and levers. We show in this work the construction and application of the didactic proposal, as well as the qualitative analysis of the answers of the tests and questionnaires. The methodology of this research had as its nature the mixed procedure. In relation to the objectives, the adopted approach was the action research. We apply this proposal to a private school in the capital of Alagoas. For the application of the methodologies in the classroom two didactic sequences were elaborated and for the data collection, questionnaires were used and the researcher's observation during the application of said methodologies. The data analysis was carried out in a descriptive way, using the data extracted from the questionnaires, using the Excel program, and later qualitatively by the field observation of the researcher. The results showed that one of the positive points of the two methodologies is a greater interaction between teacher and student and that, in this way, a better feedback process occurs between both parties and that the dialogue class can never be abandoned. Finally we made some final considerations where we put some of our observations and testimonials from the students.