Ensino de geração de campo magnético na perspectiva dos três momentos pedagógicos

Abstract

As of the need to innovate the applied methodologies for teaching in Physics classes and to focus them on High school students learning, this present study elaborated an educational product based on active methodologies and adopting the format of didactic proposal organized from the Three Pedagogical Moments about Electromagnetism. Thus, it attempted to identify by students previous knowledge, to apply and develop experimental activities on the construction of concepts, and, finaly, to evaluate the contributory potential of this purpose on teaching-learning process. The didactic proposal was eleborated and applied in 2021, in a full-time High School class of third level, in Jesuítas, Paraná State, with 13 students participating on it. The study was based on qualitative and quantitative research which theoretical review returned what are as the Three Pedagogical Moments can guide a planning. The chalenges of Physics teaching, the active methodologies and the importance of the investigation, as well the own concepts from the curricular component that were developed in this purpose: The study of the magnetic fields generation, the imams, the compasses and their relations to the moving charges. The data collected was exposed through questionnaries, problem situation, mental maps and field diary. In the analysis of the students previous knowledge, at the first module, by aplication of questionnaries, problem situation and mental map building, it was evident that the most part of students presents a common understanding, related to the daily routine, whithout explain the concepts deeply. From this finding, the second and the third modules performed the knowledge organization about the magnetic fields generation and its characteristics, in an intrinsic manner and by means of flow of electrical currents that travel the thread. In this step, it were accomplished different experimental investigative activities whom enabled students the construction of the knowledge. At the end of the study, at the last module, the developed activities provided to the students exploring and expanding the concepts studied in class. It was noticed that the measured concepts in the affirmatives to initial analysis were appropriated by the students. At the end of this product, the learners showed move forward themselves significantly in relation to the studied concepts, by statement of protagonism and taking attitudes. The students evaluation about the study developed it was positive and this study could demonstrate the importance of the teaching planning, as well as the need of the adoption of new pedagogical practices for the Physics teaching.