Aprender ensinando como estratégia didática sociointeracionista para abordar conceitos de física térmica

• Ano de defesa: 2021
• Autor(a) principal: Nicolodi, Jean Carlos
• Orientador(a): Darroz, Luiz Marcelo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Matemática
• Departamento: Instituto de Ciências Exatas e Geociências – ICEG
• País: Brasil
• Palavras-chave em Português: Física - Estudo e ensino; Ensino - Meios auxiliares; Didática; Ensino - Metodologia
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2186

This text refers to an investigative study developed in the professional master's course in Science and Mathematics Teaching at the Graduate Program in Science and Mathematics Teaching (PPGECM) at the University of Passo Fundo (UPF). The study aimed to investigate the potentialities of a didactic sequence that aims to promote the understanding of thermology concepts through learning by teaching strategies. The problem lies in investigating how a teaching methodology centered on the student and focused on the development of learning by teaching is perceived by physics teachers. For this purpose, an educational product was developed based on Vygotsky's socio-interactionist theory and studies related to learning by teaching. The research, qualitative in nature and classified as action research, occurred from the presentation of the educational product to a group of physics teachers with experience in the area. The data collection, associated with the educational product, consisted of three instruments: a questionnaire referring to the evaluation of teachers regarding the proposed product, semi-structured interviews and logbook. The data obtained were structured in three analysis categories: organization of the educational product, applicability of the didactic sequence and learning promotion. The results indicate that the product has good organization, is understandable, can be applied and adapted to the needs of the teacher and the class and has the potential to provide learning through teaching by means of varied strategies. It should be noted that this dissertation is accompanied by the elaborated educational product, available at <http://educapes.capes.gov.br/handle/capes/597283>.