Didatic Sequence Proposal for Hydrostatics: Active Learning Highlighted in Physics Teaching

• Autor(a) principal: Cid, Alberto Silva
• Data de Publicação: 2021
• Outros Autores: Pizzi, Márcio, Lacerda, Thiago Corrêa, de Oliveira, Erichardson Tarocco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/73263

The Science Teaching sometimes is not very exciting due to the absence of interactive activities, capable of exploring experimental and investigative aspects of the contents. In this sense, this article proposes a didactic sequence for the Hydrostatic teaching which is guided by three learning methodologies: Predict-Observe-Explain, Peer Instruction, and Just-in-Time teaching. The sequence was applied to two high school classes of the federal education system. In addition, reading tests and conceptual tests were applied in order to verify assimilation of the contents. For a quantitative measurement of the results, one made an analyze of the hit rates of these tests through reports generated by Plickers. Finally, the students have became more engaged and the statistics results show that three integrated methodologies allow better assimilation of the concepts and definitions of the Hydrostatic.