Eletricidade por meio de oficinas pedagógicas: contribuições da teoria sócio-interacionista

• Ano de defesa: 2012
• Autor(a) principal: Camelo, Francisco Joselito Parente
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Física - Estudo e ensino; Eletricidade
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/2710

The teaching of physics still prevails to oral exposure, the repetitive applicacion of formulas and rules as the main means of learning, which has contributed little to the understanding of the ideas worked.With this, the student does not conceive of learning as a necessity (reason) in building their knowledge. Among the different concepts that can be worked in the teaching of physics, deserves the study of electricity, as it represents a content difficult to understand by students, in addition to its concepts and language use in everyday life so wrong. The present study aimed to investigate the potential use of educational workshops themed to the study of electricity, referred to by Vygotsky’s Cultural-Historical. The methodology used was a field called qualitative action research. The scene investigation was Federal Institute of Ceará (IFCE) whith 21 high school students of the Course of engine technology, the fifth semester. The research instruments used were the application of 01 questionnaire, observation, field diary, photography and filming. The results show that students liked the dynamic stressing that the experience was meaningful to their learning. Much-noted fact that when the notes were evaluated (Annex 01) individual, whose questions were taken on the basis of discussions in class, for each team. Importantly, the scores were greater than or equal to 8.5. From the standpoint of the researcher, this result was great allowing state that despite the limitations of the methodology adopted, the objective set at the beginning of this dissertation work has been achieved, because it made possible the acquisition of the contents of electricity. The final considerations show that it is necessary also that teachers of physic in general know the ideas of Vygotsky to put them into practice in their teaching practice in order to bring altrenative and creative teaching that motivates students to learn. That the classroom is a space of experience, varied experiences and the student becomes subject to transform reality in which they live.