Potencialidades de uma sequência de ensino para se introduzir a temática quantidade de movimento nos anos finais do ensino fundamental

Abstract

This work is the result of a professional master's degree in Physics Teaching that aimed to develop, implement and evaluate a teaching sequence on quantity of movement for the final years of Elementary School, based on the Theory of Meaningful Learning. The teaching sequence sought to integrate practical activities, simulations and the use of conceptual maps to promote a deeper and contextualized understanding of the concepts of impulse and quantity of movement. The research was carried out with two eighth-grade classes at a public school in the centralwestern region of the state of Paraná, using qualitative methods to analyze the impact of pedagogical strategies using, for example, questionnaires, simulators, practices and a conceptual map, to verify student learning. The results of the questionnaires and conceptual map indicated that the proposed approach significantly increased student engagement and motivation, making classes more dynamic and interactive. The analysis of the questionnaires and concept maps revealed an evolution in the understanding of physical concepts, highlighting the effectiveness of the active methodologies (teamwork, simulators, practices and concept map) used. The results also indicate that students developed critical skills, such as the ability to formulate hypotheses and reflect on their practices, essential for the formation of critical and conscious individuals. Thus, we can say that the proposed teaching sequence not only achieved its educational objectives, but also contributed to comprehensive training (learning covers not only academic content, but also preparation for living in society), preparing them for future challenges.