Aprendizagem baseada em problemas no ensino de física: uma proposta para o ensino da relatividade

• Autor(a) principal: Ferreira, Ana Suênia de Pontes
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/4596
• topic: Metodologias ativas; Aprendizagem baseada em problemas; Buracos negros; Teoria da relatividade; Ensino de Física; ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

Given the current situation of physics teaching and the lack of engagement of studentes in the tradicional classes in this discipline and despite the challenges involved, researchers present and emphasize in their allegations that the use of active methodologies promotes dynamic classes that provoke students creativity, critical reasoning, the ability to solve problems and work in collaborative and supportive groups, in that way, promoting possibilities to meet the requirements proposed by the National Common Curriculum Base (BNCC) in developing skills, personal and professional skills considered importante for the education of this students and their performance in Society. The work aims to analyze the effectiveness of the use of active BPA methodology in physics teaching in a public school inserted in the model of Integral Citizen School. For this, a teaching sequence was constructed that adresses the contentes of the Theory of Relativity and Black Holes distributed in eighteen classes. So, in this way, we aim to offer high school physics teachers a teaching proposal that engages and encourages students allowing them to exercise the protagonism in the teaching and learning process, bringing the student to the center of the citizen’s training process and allowing the teacher a didacticin the classroom that works with the daily life and experiences of the studet. The results showed indications of learning, being observed the development of skills such as personal and cooperative development in students cotributing to the process of protagonism, opportunistic to students active, critical and reflective attitudes.