We experienced a scenario of great dissatisfaction with unattractive teaching and learning practices on the part of both the teacher and the student, which contributes to a great lack of interest and lack of motivation among the peers involved in this process. Although our context is full of excellent teachers with the most diverse qualifications, it is still very common to come across teaching practices based solely on content classes of a purely expository character, where the student participates only as a passive subject in the teaching-learning process. This research with emphasis on the proposal of investigative teaching in the discipline of Physics, with high school classes from the first stage of Education and Youth and Adults - EJA, deals with a methodology that differs by the way of presenting the content to students, aiming to encourage them to reflect, question and discuss subjects in the classroom, through problem situations or generating themes indicated by themselves, as a result of their own experiences. It is discussed as the main objective, to verify how the learning of the concepts of Physics is significant when students are submitted to the teaching methodology by investigation, mainly when initially the previous knowledge for the curricular contents to be taught are approached, besides to evaluate how research teaching mediated by practical experiments can be an effective tool to be adopted as a main resource in the teaching / learning process. For this purpose, a didactic sequence proposal was elaborated, approaching as main theme, the main foundations of Kinematics, where the students themselves will be responsible for organizing, testing and drawing their own conclusions regarding the experiment performed by them, where the teacher has the mediator role, being responsible for systematizing the results and adjusting the gaps so that, in fact, the learning is established as being significant in the whole process.
|
