DIDACTIC SEQUENCE FOR HIGH SCHOOL STUDENTS: THE STUDY OF PHYSICAL CONCEPTS FOR LEARNING THE LAW OF MOVEMENT

• Autor(a) principal: Santos, Daniel de Jesus Melo dos
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• DOI: 10.23926/RPD.2526-2149.2020.v5.n3.p1683-1700.id903
• Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/903
• topic: Physics Teaching; Subsumers; High School; Meaningful Learning; Inertia; Ensino de Física; Subsunçor; Ensino Médio; Aprendizagem Significativa; Inércia

This work refers to a didactic sequence, based on David Ausubel's Theory of Meaningful Learning. The sequence was applied in high school classes, at night, in a public school in the municipality of Amargosa, in Bahia, divided into three moments (introduction of previous organizers, main activity and discussion). The objective of this work was to raise discussions, by means of a teaching sequence, to favor a meaningful learning about Newton's first law with the use of manipulable materials. The central question to be investigated in this didactic sequence focused on the following aspect: is it possible to learn about the first law of movement through the contextualization of physical concepts and through an approach using manipulable material? The methodology followed the parameters of the qualitative approach according to Bogdan and Biklen (1994). The results presented showed evidence of subsumers for the understanding of the law of movement.