A interface entre a resolução de problemas e o processo investigativo no ensino de física

• Autor(a) principal: Batista Neto, Leonardo
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/31639; https://doi.org/10.14393/ufu.di.2021.165
• topic: Educação Básica; Formação docente; Investigação; Situação problema; Elementary education,; Teacher formation; Investigation; Problemsituation; CNPQ::CIENCIAS HUMANAS; Ciência - Estudo e ensino; Ensino de Física

The Problem Solving is a methodological possibility that can favor learning, develop investigative skills and give new meaning to classes in several disciplines, including Physics Teaching. The aim of this research is to analyze the possible scientific and methodological contributions, proposed by authors of scientific works from Simpósio Nacional de Ensino de Física (SNEF) (National Symposium of Physics Teaching) to Physics Teaching regarding the Problem-Solving appproach. In order to help establishing the research context, a brief discussion on the diferent Problem-Solving conceptions: Teaching for, about and through Problem-Solving was realized. Starting from the methodological conceptions of Problem-Solving in Physics Education, a state-of-art research was made, aiming to select works in this theme. The oral communication and banners published in the, from 2015 to 2019 were delimited as the research target, considering it is a relevant event to bachelors, masters, doctors, professor and students enrolled in bachelor, master and PhD courses in Phyics and related areas. A selective search using keywords and reading abstracts and complete works was performed, then 10 works were chosen and underwent analysis. For this purpose, three guiding axis were elaborated, namely: (1) Research scenario composition; (2) Problem-solving methodological process characteristics; and (3) The contribution of Problem-Solving to the teaching and learning process. After this task conclusion, a product was elaborated, a didactic sequence denominated Teaching physics through Problem-Solving. This sequence was provided to Elementary School teachers aiming the teacher formation and its to use in the formation of Physics teachers was verified after discussion based on the material perceptions. The conclusion is that SNEF is an instrument that contributes do continuous teacher formation, altough some possible improvement points were highlighted.