A aprendizagem significativa de física no 9º ano do ensino fundamental: as relações de proporcionalidade como organizadores prévios

Abstract

Teaching Physics of content in the 9th grade of elementary school has been a challenge for science teachers, both by the possible lack of preparation as a lack of interest. Despite the State Guidelines geared to teaching that has implications in overcoming conceptual obstacles, built from the interaction between scientific knowledge and previous knowledge set out in everyday life, most of the teachers also address the physical content of mechanistic and fragmented way . Generally, the approach follows the relationship of topics mentioned in any textbook adopted previously. However, because of the importance of physical front of the technological development and also against the dissemination of technologies in society and the fact that the qualitative understanding of physical knowledge can facilitate future discussions and scientific education, it is justified to try to contribute to improving the teaching of physics at series. In this sense, a didactic sequence of pressure was drafted with the intention of stimulating the teaching-learning process of this subject making use of prior knowledge of existing proportionality in the cognitive structure of students. The theoretical framework was used the theory of meaningful learning of David Ausubel. The proposal was developed from the idea that there is proportionality relations between the quantities defining the concept of pressure. So, at first, was made a survey of students' prior knowledge. Then we made use of focused problem situations in daily life of students, aiming at presenting a previous organizer on the relationship of proportionality discussed in general range of issues. From there, the subject pressure was approached in a specific way, seeking the progressive differentiation and integrative reconciliation. The implementation of the work was carried out in a class of 9th grade of elementary school of the State of Paraná College (CEP), in Curitiba, Pr, during the 4th quarter of the school year 2014. The activities were analyzed qualitatively from the data obtained from problem situations resolved by the students. The analysis of results showed significant learning of evidence, which is the goal of the teaching sequence developed.