O ensino de eletricidade no ensino médio por meio de um conjunto experimental com suporte audiovisual

• Ano de defesa: 2017
• Autor(a) principal: Heck, Niuara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Nacional Profissional em Ensino de Física - MNPEF
• Palavras-chave em Português: Eletricidade; Experimentos; Física; Videoaulas; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Electricity; Experiments; Physics; Videotapes
• Link de acesso: http://ri.ufmt.br/handle/1/3347

The main objective of this work is to produce a set of videotapes associated to experimental activities, which allow, from the experiment, teaching by discovery. Such a teaching methodology is based on Bruner's theory for meaningful learning. Videotapes with simple experiments allowed for greater interaction between students and a greater connection between theory and practice. Although electricity is present on a daily basis, we find it very difficult for students to understand the physical phenomena related to electricity. We attribute this difficulty to the fact that students do not directly visualize concepts and phenomena in our daily lives. We use as theoretical reference in the development of this work the theorists Bruner, who advocates learning as a process of discovery, so that it is expressive for the individual. In addition to Moreira and Ausubel who advocate learning must have meaning. In this way working with experiments provides that students are, in fact, the core of the learning process, because the whole course of the lesson is based on what the students observed. This approach facilitates the learner being responsible for their learning. Experimentation instigates and motivates students, making learning more meaningful. Thus, it is believed that each one can continue, after the end of classes, the learning process itself.