Atividades experimentais investigativas no ensino de física mediante os três momentos pedagógicos: papel dos estudantes e dos professores

Abstract

Among the challenges faced by the teaching of Physics in Brazil are the overcoming of excessive mathematics and the lack of conceptual discussions. It is believe that the use of investigative experimental activities contributes to the change of this reality, since they develop skills such: reflection, questioning, doubt, and criticism in students. Thus, the problem of this research consists: what is the role attributed to the students and the teacher in the development of investigative experimental activities allied to the Three Pedagogical Moments developed in basic education in the discipline of Physics? Therefore, the objectives of this work are: i) to elaborate and implement three experimental activities structured through the Three Pedagogical Moments; ii) identify the role assigned to the student and the teacher in the different proposed activities; iii) to evaluate the process of development of the activities in the school. The data were obtain from audios recording during the implementation of the experimental activities and written logbook by the researcher. The analysis of these data was perform through Discursive Textual Analysis, with four categories emerging: i) Time of implementation; ii) Epistemological curiosity; iii) Evaluation as part of the activity; and iv) Zone of comfort. From the present study, it can be conclude that the experimental activities marked by the Three Pedagogical Moments present a great potential to promote a learning with quality. However, it is necessary to understand that it is necessary to respect the learning time of each student for the development of each pedagogical moment. As for the role assigned to the student and the teacher, it understood that the teacher is in the position to know during the lesson, being directly connect to the role that the student is developing.