Sequência didática como proposta metodológica para a aprendizagem significativa da geometria espacial no ensino médio

Abstract

This research aims to analyze the effect of applying a didactic sequence regarding the comprehension and performance of 3rd year high school students from a public school in the city of Bagé - RS on some spatial geometry contents. A quanti-qualitative approach was adopted as methodology. In the qualitative approach, student's learning in relation to the content of spatial geometry was analyzed in light of Ausubel's Significantive Learning Theory (1965). For the quantitative approach, the learning gain calculation described in the Hake methodology (2002) was used. As results, an average positive gain of 69,23% was obtained. This gain was also noticed in the course of the activities, in which the students showed changes both in their posture and motivation in face of the challenges proposed. At the end of the application of the Didactical Sequence, it is concluded that the interaction between teacher-student and student-student with the diversified learning situations, enabled the development of skills and abilities, thus enabling a significant learning gain.