The objective of this master's thesis is to present the use of two low-cost
experiments: A High Voltage Capacitor and a Balance of Electric Current in a
Magnetic Field, as pedagogical tools that have reproducibility, are ludic and
potentially meaningful, applied within a didactic sequence of teaching by
research aiming to facilitate meaningful learning. As the theoretical basis for the
construction, application and analysis of the results, we use Ausubel’s
meaningful learning theory, the methodology of application of physics teaching
with experimental problems and some theoretical references on low cost
experimental activities in science education. We applied the product in three
different educational contexts. In a class of the undergraduate of the Teacher
formation course on Mathematics and Physics of the Universidade Federal do
Oeste do Pará, where through interviews with focus groups, we verified that
most these academics would reproduce the experiment of the capacitor in their
future pedagogical activities. With a high school class from a public school
located in the urban area of Santarém where students, through a survey, stated
that they liked the experiment of the capacitor. Also with a rural teaching group
of the Sistema de Organização Modular de Ensino (SOME) in a community
situated on the banks of the Amazon River in a region of lowland where,
through the analysis of written reports of students and a questionnaire applied
before and after, we can perceive evidences of meaningful learning of the
concepts of electric charge, electrification processes, electrostatic force, electric
field, magnetic field, electromagnetic force and electric current. This research
demonstrates that the educational product has good reproducibility, is ludic and
has the potentiality to be meaningful, and can be worked within the
methodology of teaching by research as a facilitator of teaching and learning
process.
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