Estudo de uma proposta didática interdisciplinar para o ensino de física e astronomia no ensino médio

Abstract

Our work aimed to investigate the potential of an interdisciplinary didactic proposal, in the light of Gagné's theory of learning and the methodology of the inverted classroom, for the teaching of Physics and Astronomy in a third-year high school class at a public school in city of Campina da Lagoa, central-west region of the state of Paraná. Such proposal is constituted as an educational product of the National Professional Master in Physics Teaching. Our research is based on the theoretical assumptions of qualitative research and to constitute our corpus we use questionnaires, documents produced by students throughout the implementation, mental maps and the researcher's field diary. The analysis of the collected material took place according to the assumptions of Robert K. Yin (2016). This author suggests the adoption of five phases for the analysis of qualitative data, which are: compilation; decomposition; recomposition; interpretation and conclusion. Our results showed that the students felt motivated to participate in the proposal, actively participating in each meeting. We also verified that students were able to establish important relationships on the concepts of Physics and Astronomy studied, as well as to perceive the interdisciplinary relationships established with them.