Desenvolvimento de uma sequência didática para o ensino de conceitos de calor segundo princípios da teoria da flexibilidade cognitiva

Abstract

This work describes the elaboration, implementation and evaluation of a didactic sequence on the subject of heat, mediated by information and communication technologies (ICT), in a Second Grade High School class, composed of 19 students in a Bagé City public school. Theory of Cognitive Flexibility (TFC) of Rand J. Spiro was used as theoretical foundation. During the didactic sequence were used: historical context approach, simulations, experimental activities and hypermedia resources, thus making the students perceive the presence of the concepts involved in their daily lives, creating opportunities for students to deepen their knowledge of thermodynamics. The research has a quantitative approach that evaluated the learning increment of students regarding the implementation of the didactic sequence through the method of gain in learning, proposed by Hake (2002), with the application of pre and post tests, at the beginning and at the end of the activities (Bardin, 1977), which consists of the dismemberment of the text into units of meaning. In this analysis the units were grouped into categories according to the meaning of the message. As a result, we see gains in student learning of 53.44%, a result that indicates that teaching activities are characterized by a high interactive engagement. The educational output resulting from this work consists of a teacher support material composed of: a website with different media (https://calor2018.weebly.com/), activity sheets for experimental classes, slides and simulations that can be used as support for High School teachers of Physics to teach their classes on the theme Heat.