Aprendizagem significativa de lentes esféricas construída a partir de atividade experimental investigativa

• Ano de defesa: 2019
• Autor(a) principal: Campos, Fernando Rocha de Araújo
• 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 Física; UFLA; brasil; Departamento de Ciências Exatas
• Palavras-chave em Português: Atividades experimentais investigativas; Aprendizagem significativa; Lentes esféricas; Ensino de Física; Sequência didática; Experimental investigative activities; Meaningful learning; Spherical lenses; Teaching physics; Didactic sequence; Significant learning; Física
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/34040

In this work we aimed to “identify evidence of significant learning in the conceptual elaborations produced by students in didactic situations mediated by experimental investigative activities in the development of concepts associated with the study of lenses. Based on the assumption that experiments collaborate with meaningful learning, we elaborated a didactic sequence composed of eight classes with experimental investigative activities on spherical lenses, being applied in a room of second year of high school, in a college of the state of Goiás, starting from simple experiments with image projection, trajectory of light rays, first through a lens and, after, by associations of lenses, checking the respective images formed. Students and students actively raised hypotheses, exchanged ideas, conducted experiments, analyzed and concluded how images are processed through spherical lenses. Data collection was performed through hypotheses, conclusions and reports written by students and students, audio recordings and field diaries. In qualitative research, we analyzed, through the material collected, significant signs of learning. We have found that students and students with experimental activities are able to better elaborate and relate subsumes, first associating what they have learned in mirrors with lens activities, and the lessons subsequent to the initial experiments, and presenting mainly the form of subordinate assimilation. We have been able to verify several indications of meaningful learning, where the teacher has a questioning and at the same time observer role, when students and students actively take the role of researcher.