In this paper, we apply the Peer Instruction (Peer Instruction) methodology, in the implementation of understanding the content of One-Point Static Material, developed in a first-year high school class, in a public school in Belém. seek to obtain positive results, in search of a better understanding of the students, in which they demonstrated difficulty in understanding a certain subject previously addressed. For this, an experiment was developed, which allowed the more detailed approach of the subject and the proof of the physical concepts present in the textbooks, besides holding the class attention, very important factor for a very cautious explanation, allowed the interaction of the students and the curiosity to see in practice the particular theme in question. For data collection, in order to verify the performance of each student, before and after the experiment, we used the Plickers application, available for smartphones and tablets, which allows us to perform the voting system of the alternatives present in the conceptual test questions., designed for student evaluation. In this vote, the percentage of students' hits is verified, if it is between 30% and 70%, the peer instruction methodology is applied, where the teacher asks to form small groups or pairs, preferably with colleagues who have chosen different alternatives and In this way, it allows the interaction between the students having debates in the classroom about the questions presented in the conceptual test, in order to make the second vote.
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