STATE OF ART: PROJECT-BASED LEARNING AND PHYSICS TEACHING

• Autor(a) principal: Gomes Furtado Aguillera, Andreia
• Data de Publicação: 2021
• Outros Autores: Neto, Miguel Jorge
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11196
• topic: Ensino de Física. Aprendizagem Baseada em Projetos. Metodologia ativa; Physics teaching. Project-Based Learning. Active methodology

This article aims to analyze what has been worked on in the active methodology “Project Based Learning” (ABP), in Physics teaching contexts, contributing to the elaboration of new research and school practices. There is a special interest in verifying whether the teaching of Physics can promote meaningful learning, using methodologies, which place the student at the center of the learning process. The results indicated a variety of theoretical and methodological assumptions related to the PBL methodology, as well as the concern of the authors to provide students with more engaged learning which relates to real-world situations present in the students’lives, seeking more meaningful learning. Factors that may hinder the implementation of PBL proposals are also identified if they are not taken into account.