Atividades experimentais para ensino de ondas sonoras numa perspectiva problematizadora

• Ano de defesa: 2024
• Autor(a) principal: sousa, Marcos Paulo Araújo
• Orientador(a): Freire, Morgana Ligia de Farias
• Banca de defesa: Brito, Francisco de Assis de , Ataíde, Ana Raquel Pereira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Ensino de Física - PPGPEF
• Departamento: Centro de Ciências e Tecnologia - CCT; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Experimentação; Ondas Sonoras; Ensino Fundamental; Perspectiva Problematizadora
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74900

Experimentation has been widely advocated as an effective strategy to make the teaching of Physics more dynamic and engaging, overcoming the traditional model of exclusively theoretical classes. By proposing practical activities, it is expected that students will become active and participatory agents, formulating hypotheses and building concepts in a meaningful way. Focusing on the content of sound waves, we aim to plan and experience a teaching sequence based on experimental activities in a problem-solving context aimed at basic education physics teachers, especially those in elementary school. The application was carried out in three meetings of 1 hour and 40 minutes each, in which students were challenged to solve problems and carry out experiments. The research, of a qualitative nature, was carried out in a ninth-grade elementary school class. Data were collected through observation of classroom activities and analysis of student responses. The results indicated that the strategy used was effective, as it aroused students' interest, promoting active participation and the construction of knowledge about sound waves. Instead of simply transmitting information, this strategy allowed students to explore their own interests and ability to learn, building relevant and lasting knowledge.