O uso de roteiros contextualizados para o ensino de física
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Data
2020-09-02
Autores
Fortunato, Bruna Paula Victoriano [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho consiste na elaboração de um catálogo de roteiros desenvolvidos de forma contextualizada, para que o professor possa utilizá-lo ao final da abordagem de alguns temas da Física, trabalhados em sala de aula. Tais roteiros permitem que os alunos revejam conteúdos e reconheçam suas aplicações no cotidiano e na vida real, além de coloca-los como sujeitos ativos de sua própria aprendizagem, capazes de compartilhar tais conhecimento adquiridos, extrapolando os limites da sala de aula. Os roteiros elaborados trazem, portanto, curiosidades, exemplos reais ou aplicações do conteúdo no cotidiano, atividades lúdicas e experimentais, além de contextualização e problematização dos conteúdos envolvendo a utilização da linguagem matemática. Um dos roteiros, pertencente ao catálogo, foi aplicado em sala de aula, junto aos alunos do segundo ano do Ensino Médio de uma escola pública. O roteiro utilizado foi aplicado na forma de atividade ao final da abordagem do tema termometria. A metodologia de aplicação deste roteiro adotou estratégias de coparticipação em pequenos grupos para o desenvolvimento das atividades nele propostas. Também, foi realizado um levantamento individual das opiniões dos alunos sobre o desenvolvimento da atividade e uma avaliação sobre a assimilação de alguns conceitos físicos envolvidos. Os resultados obtidos com essa aplicação mostraram que o perfil do material proposto tem potencial para ser utilizado em sala de aula como uma ferramenta alternativa para proporcionar a participação ativa do aluno. Além disso, os resultados também mostraram que as atividades lúdicas, a experimentação e a contextualização contidas no roteiro permitiram uma maior socialização e assimilação por parte dos alunos, enquanto a problematização envolvendo operações e notações matemáticas tiveram um menor aproveitamento.
This work consists of a scripts catalog elaboration developed in a contextualized way, so that the teacher can use it at the end of the approach of some Physics themes, worked in the classroom. Such scripts allow students to review content and recognize its applications in daily life and in real life, in addition to placing them as active subjects of their own learning, able to share such acquired knowledge, exceeding the limits of the classroom. The elaborated scripts bring, therefore, curiosities, real examples or content applications in daily life, playful and experimental activities, in addition to contextualization and problematization of the contents involving mathematical language. One of the scripts, belonging to the catalog, was applied in the classroom, with students of the second year of high school, in a public school. The script used was applied as an activity at the end of the thermometry theme approach. The methodology for applying this script adopted co-participation strategies in small groups for the development of the activities proposed in it. Also, an individual survey about student opinions on the activity development and an evaluation on the assimilation of some physical concepts involved was carried out. The results obtained with this application showed that the profile of the proposed material has potential to be used in the classroom as an alternative tool to provide active participation of the students. In addition, the results also showed that the playful activities, experimentation and contextualization contained in the script allowed greater socialization and assimilation, while the problematization involving operations and mathematical notations had less use on the part of the students.
This work consists of a scripts catalog elaboration developed in a contextualized way, so that the teacher can use it at the end of the approach of some Physics themes, worked in the classroom. Such scripts allow students to review content and recognize its applications in daily life and in real life, in addition to placing them as active subjects of their own learning, able to share such acquired knowledge, exceeding the limits of the classroom. The elaborated scripts bring, therefore, curiosities, real examples or content applications in daily life, playful and experimental activities, in addition to contextualization and problematization of the contents involving mathematical language. One of the scripts, belonging to the catalog, was applied in the classroom, with students of the second year of high school, in a public school. The script used was applied as an activity at the end of the thermometry theme approach. The methodology for applying this script adopted co-participation strategies in small groups for the development of the activities proposed in it. Also, an individual survey about student opinions on the activity development and an evaluation on the assimilation of some physical concepts involved was carried out. The results obtained with this application showed that the profile of the proposed material has potential to be used in the classroom as an alternative tool to provide active participation of the students. In addition, the results also showed that the playful activities, experimentation and contextualization contained in the script allowed greater socialization and assimilation, while the problematization involving operations and mathematical notations had less use on the part of the students.
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Palavras-chave
Ensino de física, Roteiros contextualizados, Termometria, Physics teaching, Contextualized scripts, Thermometry