Transformações de energia : uma abordagem para o nono ano

• Ano de defesa: 2022
• Autor(a) principal: Pimenta, Maísa Alves de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET) – Araguaia; UFMT CUA - Araguaia; Programa de Pós-Graduação Mestrado Nacional Profissional em Ensino de Física - MNPEF
• Palavras-chave em Português: Ensino de Física; Transformações de Energia; Experimentação; Metodologias ativas; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Teaching Physics; Energy Transformations; Experimentation; Active Methodologies
• Link de acesso: http://ri.ufmt.br/handle/1/5344

The search for new forms of energy that are clean and sustainable mobilizes scientists all over the world. This is a crucial theme for the development of the planet and, as such, it should be inserted in our school curricula, from the early years. However, this is not the reality we live with. The content of energy transformations is usually treated superficially, disconnected from the reality that surrounds us, not allowing our students to be impacted by the reality that challenges us so urgently. This work aimed to design, develop, and implement in the classroom an instructional didactic material - for ninth grade - about energy transformations, which will complement the textbook. The implementation was done with the 9th grade class of the Lindolfo Mendes da Cunha State College, in the city of Faina/GO. By approaching the subject of energy transformations - with emphasis on experimentation - we aimed to promote, besides curriculum updating, the insertion of experimental activities in our teaching practice. To this end, we have developed a total of 19 (nineteen) classes, centered on active methodologies and playful activities, which address the subject in an integrated and up-to-date way. In all, 06 (six) experiments are performed. In the elaboration of the classes we used several educational technology resources such as PhET, Padlet, Canva, Google Forms, and Kahoot simulations. We conclude that the experimental activities and the active participation of the students during the classes contributed to arouse interest and motivate the class, and contributed significantly to the learning of the students.