Construção, implementação e avaliação de uma unidade potencialmente significativa para o ensino-aprendizagem do conceito de campo eletromagnético

Abstract

The present dissertation work is the implementation and evaluation of a Potentially Significant Teaching Unit for the Teaching-Learning of the electromagnetic field concept. In order to better understand what motivates students to study, the Zenorini Learning Motivation Scale (2007) was applied. Then, an electric field detector and an electromagnetic field detector were built with the apprentices.Since the electromagnetic field detector uses the Arduino platform and the program using the C programming language is provided by the teacher, thus, the learner interacts with these detectors, using the rotation per station methodology associated with the Predict, Interact and Explain methodology, in the activities proposed to the learner, in order to facilitate their understanding of part of the process of how electromagnetic fields arise. In this way, learners develop skills to understand and associate the content worked on and are able to make the relationship with other contents of Physics, in addition to interacting with each other and with the teacher. In this exchange of knowledge, the first signs of Meaningful Learning begin to appear. In order to facilitate the understanding and development of the Educational Product (PE), two Stations per Rotation were carried out, in the first Station the electric field detector was used, and the first pre-test was applied. In the second station per station, the electromagnetic field detector was used. In order to seek evidence of Meaningful Learning, it was decided to apply a post-test sixty days after the end of the application of the Potentially Significant Teaching Unit (UEPS).The proposal is structured on the cognitivism of David P. Ausubel's Theory of Meaningful Learning. The option for a didactic sequence, developed by Moreira (2011) occurs precisely because it is a structure elaborated by sequential steps, aiming at a connection with the learner's cognitive structure. The data from this research were collected in the implementation that took place in a third-year high school class at a public school in the State of Paraná. Part of the educational product was also applied in a hands on tec mini-course – electrical circuit, for students at the Federal University of Paraná. in the form of a workshop at the IV Academic Week of Degree in Exact Sciences. The total number of classes proposed for the application of the Educational Product is 9 classes of 45 minutes each. The qualitative analysis of the material took place through the application of Zenorini's Motivation for Learning Scale, based on Laurence Bardin's Literature. Quantitative analysis was performed through the applications of pre-tests and post-tests, and through the parametric test t-student test through which, by the results obtained, signs of significant learning were found.