Leitura e produção textual como estratégias para o ensino e aprendizagem da Física
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Data
2022-03-03
Autores
Pereira Junior, Altemir Antonio
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ao se investigar a postura dos estudantes do Ensino Médio quanto ao interesse por Física como disciplina escolar, observando seu interesse e curiosidade para com essa ciência, têm-se encontrado que muitos deles se mostram desmotivados e com fortes dificuldades em aprendê-la, e as causas desse revés são diversas. Este cenário tem motivado trabalhos de pesquisa orientados a procurar respostas às dificuldades dos alunos quanto à aprendizagem em Física, buscando estratégias para uma aprendizagem mais estimulante e significativa. Por acreditar que muitas pessoas gostam de ouvir uma boa história e de acompanhar um enredo, procurou-se levar para as aulas de Física algo nessa direção que motivasse os estudantes. Dessa maneira, propomos para a atuação do professor o uso da leitura de narrativas associada à produção textual, buscando inserir contextualização e significação aos assuntos físicos abordados. Assim, pretendemos promover a leitura por meio do uso de narrativas como ferramenta didática em aulas de Física do Ensino Médio. Para isso, foi elaborado um material orientativo com foco no professor que deseje desenvolver suas atividades valendo-se desse recurso, fornecendo bases para que o ensino venha se pautar nessa metodologia de ensino investigativo apoiado na leitura de narrativas. Para este uso, pautamo-nos no referencial teórico de ensino e aprendizagem do construtivismo social de Vigotski e na teoria da instrução de Bruner, acreditando que utilizar histórias favorece a interpelação à aprendizagem sócio interativa e criativa. Por fim, apresentamos um breve compêndio sobre estratégias de leitura de Isabel Solé direcionando à produção textual voltada ao ensino de Física. Apresentamos como resultados o relato de experiência sobre a aplicação deste tipo de abordagem em sala de aula dentro da temática da Termodinâmica, com resultados promissores, indicando a viabilidade da proposta como uma forma de abordar o ensino de Física.
When investigating the attitude of high school students regarding the interest in physics as a school subject, observing their interest and curiosity towards this science, it has been found that many of them are unmotivated and with strong difficulties in learning it, and the causes of this setback are diverse. This scenario has motivated research work aimed at finding answers to students' difficulties regarding learning in Physics, seeking strategies for a more stimulating and meaningful learning. Believing that many people like to hear a good story and follow a plot, we tried to bring something in this direction to the Physics classes that would motivate the students. In this way, we propose for the teacher's performance the use of reading narratives associated with textual production, seeking to insert contextualization and meaning to the physical subjects addressed. Thus, we intend to promote reading through the use of narratives as a didactic tool in High School Physics classes. For this, an orientation material was prepared with a focus on the teacher who wants to develop their activities using this resource, providing bases for teaching to be guided by this investigative teaching methodology supported by the reading of narratives. For this use, we are guided by the theoretical framework of teaching and learning of Vygotsky's social constructivism and Bruner's theory of instruction, believing that using stories favors the interpellation of social interactive and creative learning. Finally, we present a brief compendium on reading strategies by Isabel Solé, directing the textual production aimed at teaching Physics. We present as results the experience report on the application of this type of approach in the classroom within the theme of Thermodynamics, with promising results, indicating the feasibility of the proposal as a way of approaching the teaching of Physics.
When investigating the attitude of high school students regarding the interest in physics as a school subject, observing their interest and curiosity towards this science, it has been found that many of them are unmotivated and with strong difficulties in learning it, and the causes of this setback are diverse. This scenario has motivated research work aimed at finding answers to students' difficulties regarding learning in Physics, seeking strategies for a more stimulating and meaningful learning. Believing that many people like to hear a good story and follow a plot, we tried to bring something in this direction to the Physics classes that would motivate the students. In this way, we propose for the teacher's performance the use of reading narratives associated with textual production, seeking to insert contextualization and meaning to the physical subjects addressed. Thus, we intend to promote reading through the use of narratives as a didactic tool in High School Physics classes. For this, an orientation material was prepared with a focus on the teacher who wants to develop their activities using this resource, providing bases for teaching to be guided by this investigative teaching methodology supported by the reading of narratives. For this use, we are guided by the theoretical framework of teaching and learning of Vygotsky's social constructivism and Bruner's theory of instruction, believing that using stories favors the interpellation of social interactive and creative learning. Finally, we present a brief compendium on reading strategies by Isabel Solé, directing the textual production aimed at teaching Physics. We present as results the experience report on the application of this type of approach in the classroom within the theme of Thermodynamics, with promising results, indicating the feasibility of the proposal as a way of approaching the teaching of Physics.
Descrição
Palavras-chave
Ensino de física, Leitura, Narrativas, Textos científicos, Ferramentas didáticas, Physics teaching, Reading, Narratives, Scientific texts, Didactic tools