Um experimento científico como motivador no processo de ensino aprendizagem em física

• Ano de defesa: 2016
• Autor(a) principal: Santiago, Alexander Arley Xavier
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino de Física; Aprendizagem significativa; Construtivismo; Inteligências múltiplas; Estudos dirigidos
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/66081

The current work had as idea the development of a didactic activity with led studies that was developed at High School classes as motivation for the improvement in teaching and learning. This project was directed taking into consideration the practice of Ausubel’s Meaningful Learning and Piaget's Constructivism ideas. Moreover, the process of learning improvement was substantiated with the participation of all students, which with their qualities and characteristics could be able to actively contribute to the project. This perception, by the teacher, occurred in line with Gardner's ideas, in his studies of Multiple Intelligences. Initially, a student’s group created a prototype of a shower triggered by motion sensor, developed with low-cost materials. From this activity the teacher could perceive how much they were interested and driven by research and scientific experimentation. Realizing this remarkable stimulus on the interest of the students, the teacher led to expand the working model for the other students in the classroom and later also for other classes into the school. As a consequence, the project has now a strong educational feature where the led study and the researches were directed by the teacher (mentor) and accompanied by the students from the pilot project. These last students, in addition of the others chosen by the teacher, became the assistants (tutors), helping the other students on development of theirs works. The research works has been directed to various topics of Physics, connected directly to the daily lives of students, making the concepts acquired could become part of their lives, as would be expected believing on the basis of Meaningful Learning. The results were so much satisfactory, since the percentage of approval in the Physics classes was gradually growing during each school period (two months) and also in comparison from one year to another. Moreover, it was very clear the advancement of student performance, with the increase in the interest and participation of students in the classroom in a general way. From the success of the work developed and its importance to the school, it was as a future idea, the implementation of this pedagogical practice in the classroom of other Physics teachers and eventually other curriculum components of high school.