A aprendizagem ativa por meio da experimentação remota: um estudo da calorimetria

• Ano de defesa: 2017
• Autor(a) principal: Rodrigues, Lorena Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Ciência - Estudo e ensino; Calorimetria; Ensino médio - Formação de professores; Ciência - Experiências; Aprendizagem ativa; Sequência didática; Experimentação remota; Ensino médio; Active learning; Didactic sequence; Remote experimentation; Calorimetry; High school; CNPQ::CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/19775; http://doi.org/10.14393/ufu.di.2017.238

As its resultant educational product, this work presents a didactic sequence for teaching calorimetry based on the active learning by the use of a remote experiment. The research was based on the assumption that remote experiments have an important propensity to enable active learning and modify the way in which Physics contents are presented to high-school students. Aware of the fact that traditional scientific laboratories in which students can manipulate the experiments exist in a small quantity (and also quality) in Brazilian public schools and that computer laboratories are already a reality in almost all of them, the usage of digital technologies in replacement to physical experimental settings is then justified. Using a teaching methodology based on the active learning and on shortening the gap between subject contents and students’ daily life, the discussed topics were warming and cooling in a closed system. In order to do that, a model of a sauna containing temperature sensors to be remotely manipulated by the users (students) has been developed. The manipulation of the remote experiment by the students, as well as the analysis of results and physical concepts involved in its operation, has highlighted students’ difficulties in applying physical concepts in daily situations. From the analysis of students’ learning results in relation to the expected learning goals, we present a few changes to be performed in this didactic sequence.