Uma proposta de sequência didática para o estudo da acústica no ensino médio

Abstract

The present work presents a dissertation that was carried out based on a qualitative research. The pedagogical practice occurred through the implementation of a Didactic Sequence for the teaching of Physics in the stage of basic education related to High School with the theme A proposal for a didactic sequence for the study of Acoustics in High School. The theme aims to relate Physics with situations that the student lives on a daily basis, correlating what he learns in the school environment with his life, leading him to reflect, in this case, on the actions of Acoustics in his daily life. The implementation of the proposal took place in a 3rd year high school class at Colégio Estadual Marechal Costa e Silva – EMF, a public school located in Cidade Gaúcha, located in the northwest of the State of Paraná. The classes took place remotely and with synchronous and asynchronous classes, using technological means of communication. In the classes, the active participation of most students was observed, who performed experiments and activities which were shared in virtual environments, through the recording of images. With such participation, it was noticed that the students gradually developed their criticality, analyzing and making notes about the environment in which they were inserted. The elaboration of the Didactic Sequence was based on theoretical foundations of Meaningful Learning by David Paul Ausubel, which takes as a starting point the knowledge that the student already has to start the teaching­learning process, outlining strategies and new information that expand knowledge. In summary, it was observed that the students were able to establish important relationships about the concepts of Acoustics and their daily activities, which proves that the development and execution of this Didactic Sequence helps the learning of the aforementioned contents.