Resolução de problemas e aprendizagem significativa no ensino de Física: objetivos de aprendizagem e processos cognitivos

Abstract

The present work involves Physics teaching in articulations between problem-solving and meaningful learning, in the conception of materials for evaluation as potentially significant. Thus, in this work, problem-solving processes in Physics, particularly Thermodynamics, are analyzed, considering assumptions of the Theory of Meaningful Learning and Bloom’s revised Taxonomy. The materials considered were constituted within the scope of the Pedagogical Residency Program in Physics, involving actions with students of a Teaching Course, high school, from a Paraná State’s public school, in 2019. In these materials, cognitive processes were evidenced, associating learning objectives, according to the referred taxonomy. The proposition of learning objectives in terms of cognitive processes led to the identification of gaps regarding the appropriation of scientific concepts.