O processo de implementação de uma sequência de ensino investigativa e o desenvolvimento de conceitos relacionados à hidrostática no ensino médio
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Data
2017-12-14
Autores
Rodes, Giovane Pereira
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Universidade Federal do Espírito Santo
Resumo
In thispresentworkpresentation the proposal the teaching Hydrostatic, specifically The Stevin's Theorem, theoretical and methodological assumptions of science teaching by research, developed during the second semester of 2016, in a first-year high school classintegrated to the computer course, with a total of 38 students,in a public school, located in Serra Espírito Santo (ES). The present qualitative studyconsists in a intervention research, which we developed and implemented a Sequence of Investigative Teaching (SEI), turned tothe contribution of Teaching by Research to the construction of physical concepts related to Hydrostaticsand some possibleapplications technological. The sequence has two steps. In the first stage, problematization, we have proposeda problem involving possible ways of collecting and reusing rainwaterat school. In the next stage, deepening of the content, we performed an investigative demonstration, from whichthe knowledge about Stevin's Theorem was systematized. In order to produce the data, we made filming lessons, audio recordings, textual productionsfor the students and the field journalaresearcher teacher. These data were produced during activities done by studentsthroughoutSEI. With the data produced, we analyze the students' involvement in solving the problem,the process of hypothesis collection and the evidence the occurrence of conceptual, attitudinal and procedural development.The resultspointed outelements that indicate theTeaching by Research has potentiated the teaching of Physics, so that the students, begin to perceive Physics, as Science and not more, as a discipline that comes down to the applicationformulas. The process of elaboration and implementation the SEI provided reflectionmoments and resignification theteaching practices. The research reaffirms the contributions the research teaching to the construction physical concepts already pointed out in the literature, emphasize the formative nature of research, not only in scientific education, but especially inthe professional improvement of the teachers.
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Teaching physics , Teaching science by research , Ensino de física , Hydrostatic , Ensino de ciências por investigação , Sequência de ensino investigativa , Research teaching sequence , Física - Estudo e ensino