Construindo um balão de ar quente: uma sequência didática para a aprendizagem significativa dos conceitos de Termologia.

• Ano de defesa: 2021
• Autor(a) principal: SILVA, Francisco Leonardo Lopes da
• Orientador(a): MENDES, Gabriel Alves
• Banca de defesa: MENDES, Gabriel Alves , MOREIRA, Edvan , CARVALHO, Edson Firmino Viana de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - ENSINO DE FÍSICA EM REDE NACIONAL/CCET
• Departamento: DEPARTAMENTO DE FÍSICA/CCET
• País: Brasil
• Palavras-chave em Português: aprendizagem significativa; sequência didática; termologia; balões de ar quente; ensino remoto;
• Palavras-chave em Inglês: significant learning; didactic sequence; thermology; hot air balloons
• Área do conhecimento CNPq: Áreas Clássicas de Fenomenologia e suas Aplicações
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/3517

Currently, the methodology for teaching physics in high school is still strongly linked to the model established in basic education in the colonial period. This approach with the use of textbooks (massively mathematical and abstract), blackboard and chalk, resulting in a little significant and tedious learning compared to the teaching method of Ausubel. In this context, a methodology based on the theory of David Ausubel on Thermology was proposed. It allows the student an environment of Meaningful Learning. Thus, an educational product in the form of an electronic book was created together with a workshop for building hot air balloons. These are used as a previous organizer to anchor the concepts in the subject and make it possible to offer practical activities, motivate and engage students for physics classes. The application took place at the Luís Teixeira School Unit, a public school in the state of Piauí, in the city of Luzilândia. The sample population consisted of three classes in the second year of Regular High School (average of 30 students per class). The results and discussions were presented in detail and the development of all activities proposed in the didactic sequence: diagnostic evaluation; theoretical approach; solving contextualized problems; experiments; research papers; workshop and written assessments. The qualitative analysis of the application of the work allowed us to observe signs of significant learning as proposed. Finally, we present the final considerations and our perspectives on the educational product and electronic book publication.