Grandezas físicas da eletrodinâmica no ensino médio: uma sequência didática fundamentada na Teoria da Aprendizagem Significativa de Ausubel

Abstract

The fundamental physical quantities of Electrodynamics, such as electric current, electric resistance, electric voltage, electric power and electric energy, bring relatively simple ideas that often arouse greater interest on the part of students and teachers. The reality experienced by High School senior students in previous years with the Physics subject, at Centro de Ensino Governador Archer, showed us that only a traditional approach to these subjects was not enough for a better understanding of physical concepts and phenomena, which was confirmed by low performance (grades below 6.0) in various assessment activities to which students were submitted, such as school simulations and tests (with objective and discursive questions). Based on this, this master's work presents, as an educational product, the elaboration and application of a PMTU (Potentially Meaningful Teaching Units), which is a didactic teaching sequence based on Ausubel's Theory of Meaningful Learning, whose purpose is to investigate the students' prior knowledge of the fundamental physical quantities of Electrodynamics. Therefore, the work presents eight important steps of the didactic sequence that will allow the teacher to use in their pedagogical practice some educational tools, such as previous knowledge questionnaire, mental map, conceptual map, virtual simulator and experimental kit. The results obtained with the implementation of this didactic sequence made it possible to show evidences of a meaningful learning by the students about the fundamental physical quantities of Electrodynamics, since the knowledge acquired by them in the initial stages served as an anchor point for the new ideas and relevant concepts that were presented in the final stages of the UEPS.