Métodos ativos de aprendizagem aplicados em aulas de física do ensino médio

• Ano de defesa: 2017
• Autor(a) principal: Santos, William de Sant’Anna dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio de Janeiro; Brasil; Instituto Politécnico; Programa de Pós-Graduação em Ensino de Física; UFRJ
• Palavras-chave em Português: Ensino sob medida; Instrução pelos colegas; Ensino médio; Aprendizagem ativa; Just-in-time Teaching; Peer Instruction; High School; Active learning; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA::FISICA GERAL
• Link de acesso: http://hdl.handle.net/11422/17631

We used two active learning methods, Just-in-Time Teaching (JiTT) and Peer Instruction (PI), in high school physics classes and from this experience produced an implementation guide for teachers. The active methods allow students to participate in the teaching-learning process in a collaborative way, being the protagonists of the knowledge construction. In this work we show that, based on the theory of Ausubel, Novak, Gowin and Vygotsky, the methods help in the process of achieving significant learning. Just-in-Time Teaching, in addition to assist students achieving a greater commitment with homework, allows the teacher to better decide which subjects should be worked out with greater attention. The teacher sends a reading material and a questionnaire that must be answered before the class and based on this feedback focuses the lecture on the points that have generated the most doubts. The method Peer Instruction consists basically in the application of conceptual tests that follow a dynamics in which students have no choice but to participate actively in the classroom activities. Students respond to classroom quizzes, question by question, discussing and trying to convince their classmates about the answers they thought correct. The methods are complementary and contribute to a truly meaningful learning. In order to verify the gain, we applied before and after school tests in two classes that developed the same content: one group subject to the active learning methods and another to the conventional method. We highlight the results of the experience that show that with the active methods students feel more confident and achieve better results in the evaluation. As a result of our work, our educational product is a guide for high school teacher meant to introduce and orientate them in the implementation of the active learning methods. Hopefully, we will facilitate the use of new and powerful tools, making the pedagogical process more dynamic and interesting for teachers and students, and the learning to be more effective.