Atividades experimentais de eletrodinâmica para deficientes visuais

Abstract

This dissertation had as objective to elaborate, to apply and to evaluate a material destined to the teaching of electrodynamics for visually impaired. We used as a theoretical reference the theory of Significant Learning, Investigative Experimental Activities, Didactic Sequence and Physics Teaching with emphasis on Electrodynamics. We conducted a qualitative research, applied to a visually impaired student and two visionary students, considering the material feasible for the other students without visual impairment, seeking to develop meaningful work for all. After the elaboration of the didactic sequence and its application, we sought to collect the data through the recording with audio recording, observations and questionnaires related to the results and usability of the material used. With the analysis of the questionnaires and making a comparison of before and after, we realized that there was an advance in relation to the concept of Electrodynamics and that in all activities the students managed to advance significantly, constituting a scientific language. In view of the results and the exchange of experience using the assumptions of Meaningful Learning, we conclude that the objectives have been achieved. With this work we hope to contribute to the dissemination and discussion of the inclusion of the visually impaired in Physics Education, guaranteeing equal opportunities for all.