A didactic sequence proposal to motivate meaningful electrodynamic
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/13323 |
Resumo: | Physics teaching, especially in public schools, has always generated discussions related to how content is approached in the classroom. The teaching-learning process of this discipline is the focus of debate because it is seen as something complex and abstract due to the fact that students have difficulties in relating the concepts to their real applications. In order to deconstruct this assumption, this article analyzes the application of a didactic sequence based on the theory of psychologist David Ausubel, whose proposal was implemented in a 2nd year class of integrated technical high school in the Chemistry course at the Federal Institute of Ceará (IFCE). The sequence in question is formed by didactic resources that can mitigate the theoretical abstraction of the content of electrodynamics, of which involve robotics, quizzes, computer simulations and concept maps. The results obtained indicate the potential of the activities carried out in the didactic sequence in the sense of the conceptual evolution of the students' thinking, regarding the studied concepts. It was possible to perceive, through the use of this methodology, that the students obtained a better understanding of the theme approached, so that it was possible to prove the effectiveness of the experimental practice combined with the other didactic resources involved in the didactic sequence. |
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A didactic sequence proposal to motivate meaningful electrodynamic Una propuesta didáctica de secuencia para motivar el aprendizaje electrodinámico significativoUma proposta de sequência didática para motivar a aprendizagem significativa de eletrodinâmicaTeachingPhysicsDidactic sequenceElectrodynamics.DocenciaFísicaSecuencia didácticaElectrodinámica.EnsinoFísicaSequeência DidáticaEletrodinâmica.Physics teaching, especially in public schools, has always generated discussions related to how content is approached in the classroom. The teaching-learning process of this discipline is the focus of debate because it is seen as something complex and abstract due to the fact that students have difficulties in relating the concepts to their real applications. In order to deconstruct this assumption, this article analyzes the application of a didactic sequence based on the theory of psychologist David Ausubel, whose proposal was implemented in a 2nd year class of integrated technical high school in the Chemistry course at the Federal Institute of Ceará (IFCE). The sequence in question is formed by didactic resources that can mitigate the theoretical abstraction of the content of electrodynamics, of which involve robotics, quizzes, computer simulations and concept maps. The results obtained indicate the potential of the activities carried out in the didactic sequence in the sense of the conceptual evolution of the students' thinking, regarding the studied concepts. It was possible to perceive, through the use of this methodology, that the students obtained a better understanding of the theme approached, so that it was possible to prove the effectiveness of the experimental practice combined with the other didactic resources involved in the didactic sequence.La enseñanza de la Física, especialmente en las escuelas públicas, siempre ha generado discusiones relacionadas con cómo se abordan los contenidos en el aula. El proceso de enseñanza-aprendizaje de esta disciplina es objeto de debate porque se ve como algo complejo y abstracto debido a que los estudiantes tienen dificultades para relacionar los conceptos con sus aplicaciones reales. Para deconstruir este supuesto, este artículo analiza la aplicación de una secuencia didáctica basada en la teoría del psicólogo David Ausubel, cuya propuesta fue implementada en una clase de 2º año de bachillerato técnico integrado del curso de Química en el Instituto Federal. de Ceará (IFCE). La secuencia en cuestión está formada por recursos didácticos que pueden mitigar la abstracción teórica del contenido de la electrodinámica, entre los que se encuentran la robótica, concursos, simulaciones por ordenador y mapas conceptuales. Los resultados obtenidos indican el potencial de las actividades realizadas en la secuencia didáctica en el sentido de la evolución conceptual del pensamiento de los estudiantes, respecto a los conceptos estudiados. Se pudo percibir, a través del uso de esta metodología, que los estudiantes obtuvieron una mejor comprensión del tema abordado, de modo que se pudo comprobar la efectividad de la práctica experimental combinada con los demás recursos didácticos involucrados en la secuencia didáctica.O ensino de Física, principalmente em escolas públicas, sempre gerou discussões relacionadas a forma como os conteúdos são abordados em sala de aula. O processo de ensino-aprendizagem dessa disciplina é foco de debate pelo fato de ser vista como algo complexo e abstrato devido ao fato de os estudantes terem dificuldades de relacionar os conceitos com suas reais aplicações. Para desconstruir esse pressuposto, analisa-se nesse artigo a aplicação de uma sequência didática fundamentada na teoria do psicólogo David Ausubel, cuja proposta foi implementada em uma turma do 2º ano do ensino médio técnico integrado do curso de Química do Instituto Federal do Ceará (IFCE). A sequência em questão é formada por recursos didáticos que possam mitigar a abstração teórica do conteúdo de eletrodinâmica, dos quais envolvem a robótica, quizzes, simulações computacionais e mapas conceituais. Os resultados obtidos indicam as potencialidades das atividades executadas na sequência didática no sentido da evolução conceitual do pensamento dos alunos, no tocante aos conceitos estudados. Foi possível perceber, pelo uso dessa metodologia, que os alunos obtiveram uma melhor compreensão do tema abordado, de forma que pôde-se comprovar a eficácia da prática experimental aliada aos demais recursos didáticos envolvidos na sequência didática.Research, Society and Development2021-03-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1332310.33448/rsd-v10i3.13323Research, Society and Development; Vol. 10 No. 3; e25510313323Research, Society and Development; Vol. 10 Núm. 3; e25510313323Research, Society and Development; v. 10 n. 3; e255103133232525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/13323/11958Copyright (c) 2021 Michele Maria Paulino Carneiro Moreira; Francisco Roberto Oliveira da Silva; Mairton Cavalcante Romeu; Luana Samara Paulino Maiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMoreira, Michele Maria Paulino CarneiroSilva, Francisco Roberto Oliveira daRomeu, Mairton Cavalcante Maia, Luana Samara Paulino2021-03-28T12:03:35Zoai:ojs.pkp.sfu.ca:article/13323Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:41.719499Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
A didactic sequence proposal to motivate meaningful electrodynamic Una propuesta didáctica de secuencia para motivar el aprendizaje electrodinámico significativo Uma proposta de sequência didática para motivar a aprendizagem significativa de eletrodinâmica |
title |
A didactic sequence proposal to motivate meaningful electrodynamic |
spellingShingle |
A didactic sequence proposal to motivate meaningful electrodynamic Moreira, Michele Maria Paulino Carneiro Teaching Physics Didactic sequence Electrodynamics. Docencia Física Secuencia didáctica Electrodinámica. Ensino Física Sequeência Didática Eletrodinâmica. |
title_short |
A didactic sequence proposal to motivate meaningful electrodynamic |
title_full |
A didactic sequence proposal to motivate meaningful electrodynamic |
title_fullStr |
A didactic sequence proposal to motivate meaningful electrodynamic |
title_full_unstemmed |
A didactic sequence proposal to motivate meaningful electrodynamic |
title_sort |
A didactic sequence proposal to motivate meaningful electrodynamic |
author |
Moreira, Michele Maria Paulino Carneiro |
author_facet |
Moreira, Michele Maria Paulino Carneiro Silva, Francisco Roberto Oliveira da Romeu, Mairton Cavalcante Maia, Luana Samara Paulino |
author_role |
author |
author2 |
Silva, Francisco Roberto Oliveira da Romeu, Mairton Cavalcante Maia, Luana Samara Paulino |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Moreira, Michele Maria Paulino Carneiro Silva, Francisco Roberto Oliveira da Romeu, Mairton Cavalcante Maia, Luana Samara Paulino |
dc.subject.por.fl_str_mv |
Teaching Physics Didactic sequence Electrodynamics. Docencia Física Secuencia didáctica Electrodinámica. Ensino Física Sequeência Didática Eletrodinâmica. |
topic |
Teaching Physics Didactic sequence Electrodynamics. Docencia Física Secuencia didáctica Electrodinámica. Ensino Física Sequeência Didática Eletrodinâmica. |
description |
Physics teaching, especially in public schools, has always generated discussions related to how content is approached in the classroom. The teaching-learning process of this discipline is the focus of debate because it is seen as something complex and abstract due to the fact that students have difficulties in relating the concepts to their real applications. In order to deconstruct this assumption, this article analyzes the application of a didactic sequence based on the theory of psychologist David Ausubel, whose proposal was implemented in a 2nd year class of integrated technical high school in the Chemistry course at the Federal Institute of Ceará (IFCE). The sequence in question is formed by didactic resources that can mitigate the theoretical abstraction of the content of electrodynamics, of which involve robotics, quizzes, computer simulations and concept maps. The results obtained indicate the potential of the activities carried out in the didactic sequence in the sense of the conceptual evolution of the students' thinking, regarding the studied concepts. It was possible to perceive, through the use of this methodology, that the students obtained a better understanding of the theme approached, so that it was possible to prove the effectiveness of the experimental practice combined with the other didactic resources involved in the didactic sequence. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13323 10.33448/rsd-v10i3.13323 |
url |
https://rsdjournal.org/index.php/rsd/article/view/13323 |
identifier_str_mv |
10.33448/rsd-v10i3.13323 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13323/11958 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 3; e25510313323 Research, Society and Development; Vol. 10 Núm. 3; e25510313323 Research, Society and Development; v. 10 n. 3; e25510313323 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052784163422208 |