SEQUÊNCIA DIDÁTICA COMO METODOLOGIA TEÓRICO-PRÁTICA NO ESTUDO DE CIRCUITOS ELÉTRICOS SIMPLES

• Autor(a) principal: Santos, Bruno Macedo dos
• Data de Publicação: 2023
• Outros Autores: Araújo, Hilda Mara Lopes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/70589
• topic: Didactic sequence; Significant learning; Simple electric circuits; Después de la enseñanza; Aprendizaje significativo; Circuitos eléctricos simples; Sequência didática; Aprendizagem significativa; Circuitos elétricos simples

The research Didactic sequence (SD) as theoretical-practical methodology in the study of simple electric circuits came from the following problem: How the didactic sequence with theoritical-practical activities can be used in the learning of simple electric circuits? The hypothesis is that the use of Didactic Sequence (SD) with theoretical-practical activities containing the study of simple electric circuits makes it possible a significant learning to the student, going against the mechanical activity, overcoming the past knowledge and in search for new knowledge. The research anchored in the main aim of building a Didactic Sequence with theoretical-practical activities to mediate the teaching-learning process in the study of simple electric circuits with students from 8th year of middle school. Through SD it was possible to approach concepts related to electrodynamics, reasoned in the Significant Learning Teory (TAS) of David Ausubel (2003) that aims a learning that goes beyond of memorizing and is based in the student’s reality with the support of their previous knowledge.