Uso da modelagem científica como recurso instrucional para o desenvolvimento de atividades experimentais no ensino médio

Abstract

The use of Modeling Episodes can provide and contribute to the accomplishment of experimental activities within the High School Physics classroom, in an integrated way the theory being studied, without the need to have a moment or a space for this type of activity. The ways to arrive at this affirmation are described in the present work. Initially we adapt the Modeling Episodes proposed by Heidemann (2015) in order to have meaning for high school students. This methodology is based on the epistemological conception of science of Mario Bunge, which makes possible to realize relations between the theoretical and the experimental model. For the adaptation of the Modeling Episodes, we tried to highlight the three stages defined for the development of this methodology, being: i) initial discussion; ii) research and iii) final discussion, so that the students could understand the procedures performed in each class. In this work two Modeling Episodes developed with students of the 3rd year of High School of a Public School, of the city Bagé / RS, are presented. These episodes were developed from two themes, being: simple pendulum and electric power generation. To carry these activities to High School was mainly focused on the development of the materials used, so that these help students clearly and provide autonomy to the groups, but without explicit procedures to be followed, for this the materials were structured containing questions. As a way to draw students attention, we used resources for the development of the research stage, in Episode I was used as a tool for data collection and analysis the Arduino microcontroled platform and video analysis software Tracker, in Episode II we built an electric generator and we made a technical visit to a thermoelectric plant. The analysis of the development of the episodes was based on the evidences of significant learning (MOREIRA, 2011) of the working groups. Clues were drawn from categories created on the achievement of the learning objectives created for each of the Modeling Episodes. We found evidence that of the five groups of students formed, there were four that demonstrated evidence of significant learning. Regarding the conditions for the occurrence of meaningful learning, we considered that when the activities involved data collection, all groups showed a predisposition to learn and were committed to presenting answers with significance that is, articulating their knowledge with the contents present in the episodes. Thus, we considered that the two conditions for the occurrence of significant learning, predisposition and potentially significant material were met, although some groups did not reach these two conditions at all stages of the episodes, especially at the moments of the final discussions. As future perspectives we have the implementation of new Modeling Episodes in Basic Education, which aim to instigate students to be more reflexive and critical of the concepts being studied, so that they become the habit of preparing for discussions in classroom. This dissertation generated an educational product that is constituted of a material of support so that teachers of the area of Physics can develop the Episodes of Modeling described here.