O processo ensino – aprendizagem de ondulatória fundamentado na teoria da aprendizagem significativa crítica: uma proposta para o ensino médio

Abstract

In this Work of Completion of Course emphasize the importance of the Ondulatory content, the breakdown of the linear structure of the curriculum contents, as well as to propose new strategies that potentiate and promote a learning in fact significant and contextualized with the daily life of the student. Thus, Potentially Significant Teaching Units (LPS) were used, which are based on Moreira's Theory of Critical Significant Learning (TASC) (2010) and Ausubel's Theory of Significant Learning (TAS) (MOREIRA, 1999), order to provide such meaningful learning. The LIFOs were implemented in a second-year night class at a public institution in the municipality of Bagé/RS, in the form of classes based on resources such as: interdisciplinarity, games, simulations, experiments, among other didactic resources. For the analysis of the viability of Critical Significant Learning from the proposed LIFO we used the qualitative methodology of research. Therefore, the data were collected from the recording of the classes, questionnaires, in addition to pre and post-tests. At the end of the implementation, it was observed that students used their previous knowledge to ask questions, answer questions, acquired criticality about wave contents, and demonstrated that through game and experiments they understood physical contents and concepts. In this context, it was verified through the analysis of the data that the proposal evidenced and gave the students a significant learning, a little below the expected, however for a schedule of eleven lessons already becomes significant.