Sequência didática para o ensino teórico-prático sobre máquinas térmicas usando materiais potencialmente significativos
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Data
2022-12-22
Autores
Amor, Renan da Silva
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho apresenta a construção de uma sequência didática (SD) usando metodologias ativas como alternativa aos modelos tradicionais de ensino. O tema escolhido foi Máquinas Térmicas, tendo em vista a sua interdisciplinaridade e sua presença no cotidiano. A sequência foi desenvolvida segundo a teoria da aprendizagem significativa de David Ausubel que proporciona uma assimilação do que o indivíduo traz consigo para a construção de algo novo. Foi aplicada em uma turma de 2° ano do ensino médio de uma escola estadual do estado de São Paulo, no modelo de ensino integral. A SD apresenta seis aulas com diferentes abordagens, atividades e metodologias, de modo que o aluno se torne protagonista de seu próprio aprendizado, sendo o professor o mediador do mesmo. Os alunos realizaram ativamente as atividades propostas, tais como, leituras e interpretação de textos, aulas experimentais, visualização e discussão de vídeos e utilização de simuladores. As atividades propostas foram desenvolvidas de forma a otimizar o tempo em sala de aula, priorizando argumentações e soluções de problemas contextualizados, permitindo, portanto, uma interação evidente entre professor e aluno. Em todas as aulas da sequência houve algum tipo de metodologia que evidenciasse a participação ativa do estudante, cuja avaliação do conhecimento ocorreu durante todo o processo de desenvolvimento da SD. Ao final, foi proposta uma avaliação contendo questionários abertos e dissertativos, além de uma pesquisa qualitativa de satisfação dos alunos para com a sequência. Os resultados de aplicação desta proposta de SD foi satisfatório, tendo em vista o desempenho dos alunos nas atividades desenvolvidas, bem como as opiniões reveladas pela turma. Para complementar o trabalho desenvolvido, os resultados de aplicação desta SD foram comparados a outros, apresentados por outra sala de 2 ano do ensino médio da mesma escola, porém, sem a utilização da sequência didática proposta. Novamente, pôde-se notar, mediante a performance dos alunos na avaliação final, que a SD pode ter sido um diferencial para os alunos, cujo aprendizado apresentou indícios de significância, como prevê a teoria de Ausubel, adotada neste trabalho.
This work presents the construction of a didactic sequence (DS) using active methodologies as an alternative to traditional teaching models. The theme chosen was thermal machines, in view of its interdisciplinarity and its presence in everyday life. The sequence was developed according to David Ausubel theory of meaningful learning, which provides an assimilation of what the individual brings with him to build something new. It was applied in a 2nd year high school class at a state school in the state of São Paulo, in the integral teaching model. SD presents six classes with different approaches, activities and methodologies, so that the student becomes the protagonist of his own learning, with the teacher as its mediator. The students actively carried out the proposed activities, such as reading and interpreting texts, experimental classes, viewing and discussing videos and using simulators. The proposed activities were developed in order to optimize the time in the classroom, prioritizing arguments and solutions to contextualized problems, allowing, therefore, an evident interaction between teacher and student. In all the classes in the sequence, there was some kind of methodology that evidenced the active participation of the student, whose knowledge assessment took place throughout the DS development process. In the end, an evaluation was proposed containing open and essay questionnaires, in addition to a qualitative survey of students' satisfaction with the sequence. The results of applying this SD proposal were satisfactory, considering the performance of the students in the activities developed, as well as the opinions revealed by the class. To complement the work carried out, the results of applying this SD were compared to others, presented by another 2nd year high school class at the same school, however, without using the proposed didactic sequence. Again, it could be noted, through the students' performance in the final evaluation, that the DS may have been a differential for the students, whose learning showed signs of significance, as predicted by Ausubel theory, adopted in this work.
This work presents the construction of a didactic sequence (DS) using active methodologies as an alternative to traditional teaching models. The theme chosen was thermal machines, in view of its interdisciplinarity and its presence in everyday life. The sequence was developed according to David Ausubel theory of meaningful learning, which provides an assimilation of what the individual brings with him to build something new. It was applied in a 2nd year high school class at a state school in the state of São Paulo, in the integral teaching model. SD presents six classes with different approaches, activities and methodologies, so that the student becomes the protagonist of his own learning, with the teacher as its mediator. The students actively carried out the proposed activities, such as reading and interpreting texts, experimental classes, viewing and discussing videos and using simulators. The proposed activities were developed in order to optimize the time in the classroom, prioritizing arguments and solutions to contextualized problems, allowing, therefore, an evident interaction between teacher and student. In all the classes in the sequence, there was some kind of methodology that evidenced the active participation of the student, whose knowledge assessment took place throughout the DS development process. In the end, an evaluation was proposed containing open and essay questionnaires, in addition to a qualitative survey of students' satisfaction with the sequence. The results of applying this SD proposal were satisfactory, considering the performance of the students in the activities developed, as well as the opinions revealed by the class. To complement the work carried out, the results of applying this SD were compared to others, presented by another 2nd year high school class at the same school, however, without using the proposed didactic sequence. Again, it could be noted, through the students' performance in the final evaluation, that the DS may have been a differential for the students, whose learning showed signs of significance, as predicted by Ausubel theory, adopted in this work.
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Palavras-chave
Máquinas térmicas, Termodinâmica, Aprendizagem significativa, Ensino de física, Metodologias ativas, Thermal machines, Thermodynamics, Meaningful learning, Physics teaching, Active methodologies