Uma proposta de sequência didática para o ensino de eletricidade com o uso de atividades experimentais e simuladores educacionais

• Ano de defesa: 2020
• Autor(a) principal: Viacelli, Karin Aline Galvan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Medianeira; Brasil; Programa de Pós-Graduação em Ensino de Física; UTFPR
• Palavras-chave em Português: Física - Experiências; Aprendizagem experimental; Ensino - Meios auxiliares; Physics - Experiments; Experiential learning; Teaching - Aids and devices; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Física/Ensino de Física
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/25078

This work has as an educational product a didactic sequence on the concepts of electric current, potential difference, and electrical resistance, present in a methodological perspective that favors the meaningful process. The main objective was to evaluate the pedagogical potential of instructional material focused on activities that could instigate students, arousing their curiosity in the face of scientific knowledge. The idea arose in order to overcome the difficulties encountered in teaching Physics content when it based only on theoretical explanation and application of mathematical equations. It represents a supply of teaching material for teachers, with planned and organized classes to facilitate teaching work. The didactic sequence uses instructional objects: mind maps for analysis of previous knowledge and learning’s verification after interaction, experimental activities with assembly scripts, targeted questionnaires and simulators for virtual interaction. The contents were approached through the analysis of problem situations, video exposition, practical demonstrations, simulations in a virtual environment and assembly of experiments. The activities were carried out in small groups seeking to promote a collaborative environment focused on dialogue and exchange of experiences with the teacher acting as a mediator throughout the process. There was a significant change in the students’ participation during the classes an indicative sign that the approach used was adequate with the presentation satisfactory results. Through the qualitative analysis of the collected data, it was possible to perceive progress in the understanding and assimilation of the studied physical concepts, being able to characterize the anchoring of the new concepts to those existing in the cognitive structure, showing evidence of the effectiveness methodologies’ used.