Proposta didática de atividades práticas de eletrodinâmica utilizando o simulador PHET colorado

Abstract

From the observation that the teaching of Physics in Schools is still guided by traditional and mechanical teaching methodologies, without the presence of experimental activities or the use of technologies, situations caused by several factors, but above all by the lack of teacher training, the The present work aimed to develop an educational product in the form of a notebook with a didactic proposal of activities focusing on the PhET Colorado Circuito-DC simulator for the Electrodynamics contents for the third year of High School. Based on the theory of Meaningful Learning (MOREIRA, 2011), associated with the need for technological language and the use of experimentation practices (BRASIL, 2017), this work made use of a quantitative/qualitative methodology (GIL, 2008), resuming what is Meaningful Learning and some of its key concepts: subsumers, previous organizers and the use of mind maps in the construction of knowledge. The literary review also looked at the relationship between Physics and its contents, the methodology of experimentation and the use of the virtual simulator as a teaching tool. From this foundation, 9 class modules were developed for a didactic proposal on different contents of Electrodynamics: electric current, types of resistors and their applications, associations of resistors in series, parallel and mixed, Ohm's Laws, the Laws of Kirchhoff, Star-Delta configuration and Whheatstone Bridge. The product was applied in a State Integral School in the city of Jesuítas, PR., in the year 2021, with 13 students and allowed the perception that it is possible to teach Physics in a different way. There was emphasis on the use of diagnostic questionnaires, problem situations and the construction of mental maps. During the development of the proposal, the presence of students' own ideas in the representations of the mental maps doubled (from 20% to 40%). The ability to demonstrate the scope of subjects increased from 20% to 70%. The hierarchy of ideas that did not exist at the beginning of the pedagogical work reached close to 30%. The ability to relate concepts exceeded 80%. In this way, the selected students evolved from common sense to the conceptual and practical domain of the chosen contents, as well as demonstrating a leading role in the development of activities in the virtual simulator. The findings demonstrate the importance of didactic mechanisms for creating previous bridges-organizers between the initial knowledge of the subsumerstudents, and the new knowledge to be acquired, which is the basis of the theory of Meaningful Learning.