Ensino experimental investigativo de Ondas Estacionárias

• Ano de defesa: 2022
• Autor(a) principal: Medeiros, Gilyan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE FÍSICA - REDE NACIONAL
• Palavras-chave em Português: Ondas estacionárias - produto educacional; Aprendizagem investigativa; Atividade experimental; Impressora 3D; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/49289

The present work refers to a didactic sequence, from the construction and application of an educational product, on the content of standing waves. This product promotes the insertion of new teaching technologies, especially 3D printing technology, in classrooms, with the objective of producing experimental teaching material to help teachers in Physics classes. This 3D printing technology was used in the elaboration and manufacture of experimental kits that reproduced standing waves. From them, the students were able to explore the concepts seen in the classroom in practice, through the visualization of the phenomena, the application of the content in the identification of the characteristics of the waves and in the execution of the equations, using the known information, to calculate the frequency of the wave. generated wave. For the development of classes, the methodology of investigative learning was used, associated with experimental practice. For this purpose, an investigative class script was prepared and made available, which contained the problem situation to be worked on and guiding activities that stimulated investigation by the students, in addition to a manual that helped them to set up the experiment. The product was applied in three classes of the second year of full technical high school, in the city of Bananeiras - PB. Due to the pandemic situation experienced in the year 2021, activities were developed under the hybrid teaching format, with in-person and remote classes. As a result, the data collected after application of the product refer to students who attended 100% of classes, under both formats, and students who attended only remote classes. As a result, an improvement in the absorption and application of theoretical content was observed, while in activities involving mathematics this improvement was no longer so evident. Finally, it is concluded that this educational product provides an improvement for the teaching and learning of Physics, since the investigative activities make the classroom a more participatory environment and stimulate critical thinking.