Desenvolvimento e validação de uma sequência didática sobre eletromagnetismo na perspectiva da história da ciência e do ensino por investigação

• Ano de defesa: 2019
• Autor(a) principal: Coelho, Ailton Ohnesorge
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Eletromagnetismo; Sequência didática; Motivação; Ensino de ciências por investigação; História da ciência; Ensino de física; Electromagnetism; Following teaching; Motivation; Science teaching by research; History of science in teaching physics; Ensino de Ciências e Matemática; 53
• Link de acesso: http://repositorio.ufes.br/handle/10/11336

The proposal of this work was centered in the elaboration of a Didactic Sequence (SD) on concepts of electromagnetism and in its validation by fellow high school teachers (validation in pairs). The activities proposed in the SD brought characteristics of Science Teaching through Research (ENCI), through dynamics that place the student as the protagonist of their learning, and History of Science in Teaching Physics (HCEF), with activities that privilege the dimension history of physics. The intervention proposal was aimed at 2nd grade students from a private school in Vila Velha and was concluded in seven 100-minutes meetings. prioritized the understanding of the physical concepts that involved its contextualization of this knowledge with our reality to the detriment of mathematical formulas. The didactic resources used in SD were developed with the intention of instigating curiosity, provoking debates and encouraging reflection; include group activities, videos display, reading of historical texts, use of computational simulations and conducting experiments. The evaluation of the Didatctic Sequence sought to verify if the activiities promoted interest in the subjectic and interacion between the students during the execution of the activities and if the students realized that teaching through Research and the History of Science as motivating tools able to help them in the understanding of the physicists phenomena. Peer validation signaled an original, self-explanatory, easily accessible and enforceable SD capable of eliciting interesting discussions and enabling students to build relationships between scientific concepts and everyday situations. The application of SD in the classroom showed that the ENCI and the HCEF can be considered as motivators agents of the learning of the Electromagnetism, constituting a didactic tool beneficial and able to stimulate a more active participation of the students during the Physics classes.