Geração de Energia Elétrica: Uma Temática para o Estudo do Eletromagnetismo

Abstract

This paper was prepared with the aim of addressing content Electromagnetism at the level of secondary education, with the challenge from a relevant issue for society on electricity generation and display procedures contemplate seeking understanding and learning of students scientific knowledge. Based on the principle that traditional methodologies, excess lectures, lack of interest, linear curricula that do not cause students' motivation are some aspects that still persist in teaching Physics, presented himself as the proposed use of contextualized lessons about forms of electricity generation and the implications for the environment. The procedures used textbooks aimed at promoting reflection on everyday problems of current student and contribute to the formation both as a student in the teaching / learning of physics as an active citizen. The implementation of the proposal was held with a group of 3rd year of high school a state school teaching, the State College Apolinário Porto Alegre in the city of Santiago, in the state of Rio Grande do Sul, in southern Brazil, during the months of July, August, September and October 2013.It's investigation was to implement differentiated features considered for that school environment that could contribute to the improvement of the teaching / learning of Physics and the effectiveness of various methodologies through the preparation of a courseware mediated by the use of research, with the construction of mental maps, seminars, videos, real and computer experiments. We use as basis the theories of Vygotsky, Ausubel and Freire. The research analysis was taken from the results obtained with the pre-tests, post-tests, the construction of mind maps, concept maps and the presentation of the final work made by students combining the study of the contents of Electromagnetism on the theme generator generation of electricity. It was observed that the students carried out the practical proposals interested, motivated and challenged to the experimental work of this research demonstrating evolution in the responses to conceptual tests, characterized as learning. The relationship between knowledge and the thematic focus on power generation covering content non-linearly, proved a different path and potential for teaching / learning the discipline of physics can be expanded to other curriculum components.