Processo de desenvolvimento cognitivo no estudo de Hidrostática

Abstract

The research presented was based on experimental and game-based practical activities. These two didactic resources are strategies of paramount importance for the learning of students in any age group. The teaching and learning process requires an organization by the teacher that proposes ways to solve problems, seeking to develop logical reasoning and cognitive skills for the construction of knowledge. Thus, this work analyzed the cognitive skills manifested by second year high school students, from the demonstration of experimental practical activities and the application of a board game. The students solved questions related to the Hydrostatic theme, relating it to their previous knowledge and to the possible ones acquired during the development of the proposal. In the analysis, it was verified that, initially, the low-order skills were characterized as an association of passed information. As they advanced in the game, consequently with questions that required more attention and reasoning, the students showed superior skills (high order). However, the continuous participation and involvement of students in this process stands out. This research is characterized as a qualitative approach, regarding the objective as explanatory and regarding the procedure as experimental, being carried out in a second year high school class in the municipality of Dom Pedrito-RS. For data analysis, Zoller (1993) methodology was used, which classifies the developed cognitive abilities in LOCS and HOCS, of low and high order, being remarkable the presence of HOCS in several questions.