Unidade de ensino potencialmente significativa para aulas de cinemática no eja : o uso da robótica e outras estratégias interativas

Abstract

This paper aims to present the elaboration, the application and the evaluation of a potentially significant teaching unit (UEPS) in the elementary school science discipline, in a class of the teaching modality of the Youth and Adult Education (EJA) of a school of the city of Bagé-RS. The content worked was cinematic and aimed at meaningful learning. Given the characteristics of the students and their difficulties in returning and staying in school, this work applied different activity strategies, including: internet research, support texts, experiments with robotics kits and use of Gloogle Maps, and worked the contents to from examples of students' daily life. This work has theoretical support in David Ausubel's significant learning and methodology in Marco Antonio Moreira's potentially significant teaching units (UEPS). The research was conducted through a qualitative approach and the teaching unit was organized in eight moments with different activities. The analysis of learning outcomes included diagnostic assessment, summative assessment and rubric throughout its implementation. The productions written by the subjects of this research were analyzed through discursive textual analysis - ATD by MORAES and GALIAZZI. The data analysis of the students 'answers in the tests and the questionnaire related to the relevance of the methodology used indicate that the developed material contributed to the students' motivation and the meaningful learning for the concepts of kinematics. It also highlights the importance of the use of technology in education, contributing to broaden the discussion, reflection and use of didactic technique that favors the teaching of physics in the EJA modality of elementary school final years.