Metodologias ativas no ensino de ciências: implementação da metodologia ativa instrução por pares (peer instruction) na física de ensino médio

• Ano de defesa: 2023
• Autor(a) principal: Santos, Dalte da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Aprendizagem; Ensino de Física; Mediação semiótica; Metodologia ativa; Instrução por pares; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/17146

The theoretical-methodological contributions to Education and teaching practice found in Vygotsky’s works and studies have fomented the implementation of active teaching methodologies in school education. These methodologies, differently from the traditional teaching methodologies, seek to place the student at the center of the educational process and make the learning-teaching process more successful. In the present research, we reflect upon the role developed by school education in the students’ formation process under the “vygotskian” optic, and presents an analysis of the active teaching methodology Peer Instruction (PI), highlighting its main characteristics and potential contributions given to teacher’s practices. We analyze and discuss the results of the implementation of the active methodology PI on the topic of Classical Mechanics – Particle dynamics – performed in two regular 1st year high school classes of the Colégio Estadual Democrático Ruy Barbosa, regulated by the Secretaria da Educação do Estado da Bahia (Bahia State Department of Education), located in the city of Teixeira de Freitas – Bahia. The data collected during the conduction of this research were analyzed according to Laurence Bardin’s Content Analysis technique. The main aspects and characteristics of the PI methodology were analyzed under the “vygotskyan” perspective, where we highlight the way in which they discourse with the theory of development and learning related to the concepts of Semiotic Mediation and of the Zone of Proximal or Potential Development proposed by Vygotsky. This analysis corroborates the PI methodology, acknowledging that it possesses a theoretical-methodological groundwork aligned with the precepts founded in Vygotsky’s theories for the development and learning processes. The analysis of the data collected through this research during the implementation of the PI in the classroom demonstrates that this methodology has potential in the promotion of qualified social interaction in classroom, in the centralization of the student in the learning-teaching process, in the development of argumentation and reasoning grounded on scientific concepts of a subject in study, and in the stimulus of self-studying habits and problem solving. This analysis demonstrates that the PI methodology yields relevant contributions to teaching practices when implemented in classrooms, establishing itself as a promising alternative to traditional teaching methodologies.