Proposição e uso de uma sequência de ensino investigativa para a abordagem do conceito de energia em aulas de física do ensino médio

Abstract

This dissertation consists of the report of a qualitative research that evaluates the contributions of an Investigative Teaching Sequence (ITS), prepared with a theoretical-methodological basis in Carvalho (2011; 2013; 2018), for the exploration of investigative activities on the Physics content relating to Energy and Conservation of Mechanical Energy, presented in the form of an Educational Product (EP). The structuring of ITS activities follows the conceptual assumptions regarding content, active hybrid, collaborative and cooperative learning methodologies and the technological tool for online simulation PhET Colorado. The development of the ITS takes place in six (6) classes of forty-five minutes (45 minutes), gathered in four faceto-face meetings, and involves the participation of thirty-two (32) students from the 1st year of high school at a public educational institution, located in the municipality of Pinhal de São Bento, Southwest Region of the State of Paraná. The planning of ITS content and the conduct of pedagogical practice are guided by the State Curricular Guidelines (ECG) of Physics for High School, published in 2008, by the State Department of Education of Paraná. Learning assessment occurs in a qualitative way to involve Physics concepts covered in the ECG, programmed in the ITS, worked on in the classroom and detailed in the EP. The evaluation concerns all activities programmed and developed in each face-to-face meeting at the time the ITS/EP is applied. It is concluded that pedagogical practice supported by research from ITS/EP to approach the content Energy and Conservation of Mechanical Energy, in High School, makes it possible to carry out an investigative, interactive class, capable of instigating, stimulating, encouraging, allowing and enable the improvement of the quality of school physics teaching.