Uma sequência de ensino investigativa utilizando a mágica como elemento mobilizador

• Ano de defesa: 2022
• Autor(a) principal: Alves, Bruna de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática; UFLA; brasil; Não especifica vinculação com nenhum departamento
• Palavras-chave em Português: Sequência didática; Ensino por investigação; Alfabetização científica; Ensino de física; Eletromagnetismo; Didactic sequence; Investigative teaching; Scientific learning; Physics teaching; Electromagnetism; Ensino e Aprendizagem na Sala de Aula
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/49561

This paper presents the development of a didactic sequence on electromagnetism using an investigation teaching approach, based on magic tricks performed with high school students. By participating in a “magic show”, students experienced the opportunities to raise hypotheses, test their ideas and construct explanations regarding the performed tricks. As a research, the work has the following questions: does teaching by investigation proposal, based on magic, have the potential to contribute to the scientific learning of students? Additionally, did magic mobilize students to get involved in search for explanations of the phenomenon? The constitution of theoretical reference is, mainly, from researches that approach teaching by investigation and scientific learning (SL). The presented methodology follows a qualitative line and the case study perspective, analyzing the progress of an investigative teaching sequence with students from a private school in the interior of Minas Gerais. The objective was to identifying evidences of scientific learning. Moreover, to check if magic really had a mobilizing role for students on search for explanations to the observed phenomenon. Indicators of scientific learning (SASSERON, 2008) were sought during the process of appropriation of knowledge on topics related to electromagnetism, analyzing oral discussions from classes’ recording, speeches’ transcription, and an individual questionnaire responded by the students at the end of the route. From the obtained results, it was possible to observe scientific learning indicators present in classes, which showed that the proposed investigative teaching contributed to the SL process, and likewise to the mobilization of students in relation to the use of magic for teaching physics. Finally, suggestions were made regarding potential improvements for further developments in the sequel.