Today, professionals in the field of education are increasingly challenged in
science education, especially in physics education at all levels, fundamental,
middle and higher levels. There are great challenges to overcome so that the
quality of teaching at these levels is achieved.
The teaching of physics in youth and adult education (EJA) proposes an even
greater setback than regular education, since the classes have very different age
groups, have students who do not enter a classroom for more than 20 years and
many other situations that tend to stifle teaching in the EJA. Due to this diversity
both in the students' age range and in their professional and life experiences, we
chose to develop a method of applying the concepts of kinematics which
privileged the student as an active figure within learning. For a more conceptual
approach than mathematics, we use the Peer Instruction (PI) methodology of
Professor Eric Mazur of Harvard University, which works mainly with conceptual
tests and interaction between groups or pairs of students. The application of this
methodology will help the development of reading activities that aim to collaborate
to understand the concepts that will be approached in conceptual tests. It is
expected that when applying this methodology, the student of EJA will be able to
understand the most fundamental concepts of kinematics and to operationalize
them mathematically. This methodological application will be developed in two
first-year high school classes of the EJA and the results will be compared to a
first-year high school class of the same modality in which there will be no type of
interactive engagement, IE, will not be applied to methodology. The results
should be evaluated from the Hake normalized gains study. In addition, we will
use other literature at the national level to make comparisons and verify the
effectiveness of the application of this methodology in Brazil.
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