This paper proposes a teaching tool, based on the construction of a Rain
Gauge from alternative materials, in order to facilitate meaningful learning,
allowing high school students to understand the concepts and physical
phenomena and their relationship to the main phenomena atmospheric and
weather with the problem of how to contextualize the process of teaching
learning of the main meteorological phenomena in the thematic area of the
curriculum component of Physics Heat and Temperature, as the rain and its
cycles, pressure, volume, maximum and minimum temperature, relative
humidity donate. The product of this work is the development of a didactic
sequence composed of teaching strategies as viewing videos, scientific texts,
reading popular science articles and reconstruction of two physics experiments
for data collection by students and discussion in group mode the physics
teachers that teach the sophomore high school students can use in the
classroom, in relation to the thematic area temperature and heat so that they
can make the content from the previous knowledge of students and their
importance in the region where they live. The methodological approach was
guided by the theory of meaningful learning or assimilative of David Ausubel
and the proposal is in line with the curriculum reform, established by the
National Curriculum Guidelines for Secondary Education (PCNEM), suggesting
a focused teaching to train entered citizens in society. We also highlight that
were essential for the development of the didactic sequence: the application of
investigative questionnaires for students and teacher classroom holder in which
we identify the prior knowledge of the main atmospheric phenomena that
enabled us to verify the conceptual changes of students in relation to the axis
theme mentioned above.
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