Sequência didática investigativa para o ensino de ondas sonoras

• Ano de defesa: 2017
• Autor(a) principal: Avelino, Karla Cristina
• Orientador(a): Ataide, Ana Raquel Pereira de
• Banca de defesa: Freire, Morgana Ligia de Farias , Freitas, Heron Neves de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ondas sonoras; Sequência didática; Atividades experimentais
• Palavras-chave em Inglês: Investigative activities; Sound waves
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73872

In this work, some activities were developed, aimed at experimentation in the context of the Sequences of Teaching by Investigation, being carried out with a high school class of a state public school located in the city of Areia-PB. Experimentation is an important teaching methodology within the area of the natural sciences, since many of the concepts of this area can be constructed through experimental activities. In this context, our main objective was to verify the potential of using experimental activities with a research approach, as a strategy for the construction of concepts of physics, more specifically concepts related to sound waves. The evaluation of the proposal was made through the observation and monitoring of the students during classes using situations of experimental problems and investigative approach, occurred from the analysis of two moments: the first one, related to the observations during the interventions and was constructed from the material produced during the use of the proposal, where it was the field diary, to facilitate subsequent analyzes. The second one was based on an evaluative questionnaire, with which we wanted to understand the students' opinion about the intervention and the activities and methodology used. In this way, we intend to provide the high school Physics teacher with a didactic sequence that promotes the use of experimental problem situations in investigative activities as a facilitator element for the construction of Physics concepts.