Uma sequência didática para análise de circuitos elétricos a partir das concepções espontâneas dos estudantes

Abstract

In this work we present a Didactic Sequence (DS) for the use of computational simulators in the teaching of basic concepts aboutElectricity, at the high school level, exploring the spontaneous conceptions or the previous knowledge of the students. The DS has an essentially qualitative approach, that is, an emphasis on physical concepts rather than quantitative expression of quantities, although the latter couldbe easily included. For the elaboration of the SD, three easily accessible tools were used: a previous knowledge survey questionnaire, a free simulator available on the PhET platform and the assembly of circuits with batteries and lamps. The DS was tested under real classroom conditions with students in a third grade class. During the execution of the activities provided in the DS, we noticed that several doubts that the students express when they completed the previous knowledge survey questionnaire were resolved, and that the interaction with technology brought a greater ease for understanding, as the students observed in the simulation. what happened in the circuits and, when performing the simulations were able to verify the differences between the different types of circuits. The execution of laboratory activities allowed connecting the theory with practical situations, facilitating the understanding of the concepts and their applications in daily life