SITUAÇÃO-PROBLEMA INVESTIGATIVA APLICADA EM AULAS DA DISCIPLNA DE FÍSICA EXPERIMENTAL I: Uma Estratégia Metodológica que associa Atividades Experimentais e Modelagem Computacional no Ensino de Física
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Data
2023-12-25
Autores
Orientador
Neide, Italo Gabriel
Banca
Gonzatti, Sônia Elisa Marchi
Schorr, Maria Claudete
Darroz, Luiz Marcelo
Pastana, Claudionor de Oliveira
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Resumo
A presente pesquisa descreve uma experiência de ensino que visou investigar uma estratégia metodológica de ensino por investigação para tornar as práticas experimentais mais significativas aos alunos nas aulas de Laboratório Didático de Física Experimental (LDEF). Para tal, o estudo buscou desenvolver, implementar e avaliar uma metodologia de ensino para a disciplina de Física Experimental I que combinou práticas experimentais orientadas por Situação-Problema Investigativa (SPI) e Episódios de Modelagem Computacional. A Sequência Didática (SD) da pesquisa foi composta por atividades que resultaram no Produto Educacional (PE), intitulado "ENSINO DE FÍSICA POR MEIO DE SITUAÇÃO-PROBLEMA INVESTIGATIVA (SPI): Uma proposta para as aulas da disciplina de Física Experimental I". As atividades do PE seguiram os elementos de uma Sequência de Ensino Investigativo (SEI), conforme proposto por Carvalho (2013). O estudo contou com a participação de alunos matriculados na disciplina de Física Experimental I, do curso de Licenciatura em Física, no Instituto Federal de Educação do Amapá (IFAP), os quais exploraram a Sequência Didática (SD). A SD foi composta por oito atividades, sendo as quatro primeiras focadas na exploração e desenvolvimento de modelagem computacional usando o software Modellus como ferramenta de ensino complementar às atividades da SD. Os problemas propostos pela SPI foram organizados para que os alunos pudessem explorar atividades experimentais e modelagens computacionais utilizando o software Modellus, aplicados em tópicos relacionados à mecânica. Além da SD, que foi o principal instrumento utilizado para coletar dados, dois questionários semiestruturados também fizeram parte desta pesquisa: um de diagnóstico e outro sobre a concepção dos alunos em relação à metodologia desenvolvida. O estudo foi conduzido por meio de uma pesquisa de natureza qualitativa, em que os resultados foram analisados e apresentados em uma narrativa interpretativa e descritiva. Além disso, aspectos da Design-Based Research (DBR) foram utilizados para examinar o progresso metodológico da SD, bem como foi utilizado a TUDITEC para embasar os aspectos teóricos do uso das tecnologias digitais no ensino. Os resultados apresentados evidenciaram perspectivas positivas em relação ao uso das tecnologias digitais como recurso complementar para o ensino dos alunos nas aulas de laboratório, uma vez que se observou que elas estimularam a reflexão, o debate e a colaboração, o que contribuiu para uma aprendizagem mais significativa dos conceitos abordados nas atividades experimentais. Além disso, as SPI contribuíram para o desenvolvimento da argumentação e das habilidades de resolução de problemas dos alunos, aspectos altamente desejáveis no ensino científico e na pesquisa. Esses aspectos não são comumente observados nas práticas pedagógicas que exploram materiais estruturados, como os roteiros de experimentos, no ensino em LDEF. Ao conceder mais autonomia aos alunos em seu processo de ensino, a metodologia mostrou potencial para aperfeiçoar as aulas em laboratório didático, sendo uma alternativa para os docentes evitarem desenvolver práticas pedagógicas laboratoriais em disciplinas de Física experimentais de modo sistemáticas.
The present research describes a teaching experience aimed at investigating an inquiry-based teaching methodological strategy to make experimental practices more meaningful for students in the Experimental Physics Laboratory classes (LDEF). To achieve this, the study aimed to develop, implement, and evaluate a teaching methodology for the Experimental Physics I course that combined experimental practices guided by Investigative Problem-Situation (SPI) and Episodes of Computational Modeling. The Didactic Sequence (SD) of the research consisted of activities that resulted in the Educational Product (PE), titled "TEACHING PHYSICS THROUGH INVESTIGATIVE PROBLEM-SITUATION (SPI): A proposal for classes in Experimental Physics I." The PE activities followed the elements of an Investigative Teaching Sequence (SEI), as proposed by Carvalho (2013). The study involved students enrolled in the Experimental Physics I course in the Physics Teaching program at the Federal Institute of Education of Amapá (IFAP), who explored the Didactic Sequence (SD). The SD comprised eight activities, with the first four focused on the exploration and development of computational modeling using the Modellus software as a complementary teaching tool to SD activities. The problems proposed by SPI were organized so that students could explore experimental activities and computational modeling using the Modellus software, applied to topics related to mechanics. In addition to the SD, which was the main instrument used for data collection, two semi-structured questionnaires were also part of this research: one for diagnosis and another regarding students' conception of the developed methodology. The study was conducted through qualitative research, where the results were analyzed and presented in an interpretative and descriptive narrative. Moreover, aspects of Design-Based Research (DBR) were used to examine the methodological progress of the SD, and TUDITEC was employed to support the theoretical aspects of digital technology use in teaching. The presented results highlighted positive perspectives regarding the use of digital technologies as a complementary resource for student teaching in laboratory classes, as it was observed that they stimulated reflection, debate, and collaboration, contributing to a more significant learning of the concepts addressed in experimental activities. Additionally, SPI contributed to the development of students' argumentation and problem-solving skills, highly desirable aspects in scientific teaching and research. These aspects are not commonly observed in pedagogical practices that explore structured materials, such as experiment scripts, in LDEF teaching. By granting more autonomy to students in their teaching process, the methodology showed potential to enhance classes in the didactic laboratory, serving as an alternative for teachers to avoid systematically developing laboratory pedagogical practices in experimental Physics courses.
The present research describes a teaching experience aimed at investigating an inquiry-based teaching methodological strategy to make experimental practices more meaningful for students in the Experimental Physics Laboratory classes (LDEF). To achieve this, the study aimed to develop, implement, and evaluate a teaching methodology for the Experimental Physics I course that combined experimental practices guided by Investigative Problem-Situation (SPI) and Episodes of Computational Modeling. The Didactic Sequence (SD) of the research consisted of activities that resulted in the Educational Product (PE), titled "TEACHING PHYSICS THROUGH INVESTIGATIVE PROBLEM-SITUATION (SPI): A proposal for classes in Experimental Physics I." The PE activities followed the elements of an Investigative Teaching Sequence (SEI), as proposed by Carvalho (2013). The study involved students enrolled in the Experimental Physics I course in the Physics Teaching program at the Federal Institute of Education of Amapá (IFAP), who explored the Didactic Sequence (SD). The SD comprised eight activities, with the first four focused on the exploration and development of computational modeling using the Modellus software as a complementary teaching tool to SD activities. The problems proposed by SPI were organized so that students could explore experimental activities and computational modeling using the Modellus software, applied to topics related to mechanics. In addition to the SD, which was the main instrument used for data collection, two semi-structured questionnaires were also part of this research: one for diagnosis and another regarding students' conception of the developed methodology. The study was conducted through qualitative research, where the results were analyzed and presented in an interpretative and descriptive narrative. Moreover, aspects of Design-Based Research (DBR) were used to examine the methodological progress of the SD, and TUDITEC was employed to support the theoretical aspects of digital technology use in teaching. The presented results highlighted positive perspectives regarding the use of digital technologies as a complementary resource for student teaching in laboratory classes, as it was observed that they stimulated reflection, debate, and collaboration, contributing to a more significant learning of the concepts addressed in experimental activities. Additionally, SPI contributed to the development of students' argumentation and problem-solving skills, highly desirable aspects in scientific teaching and research. These aspects are not commonly observed in pedagogical practices that explore structured materials, such as experiment scripts, in LDEF teaching. By granting more autonomy to students in their teaching process, the methodology showed potential to enhance classes in the didactic laboratory, serving as an alternative for teachers to avoid systematically developing laboratory pedagogical practices in experimental Physics courses.
Descrição
Palavras-chave
Atividades experimentais; Situação-Problema Investigativa; Modelagem Computacional; Modellus; Sequência didática; Experimental activities; Investigative Problem Situation; Computational Modeling; Modellus; Didactic Sequence
Citação
MENDES, Élys da Silva. SITUAÇÃO-PROBLEMA INVESTIGATIVA APLICADA EM AULAS DA DISCIPLNA DE FÍSICA EXPERIMENTAL I: Uma Estratégia Metodológica que associa Atividades Experimentais e Modelagem Computacional no Ensino de Física. 2023. Tese (Doutorado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 23 jun. 2023. Disponível em: http://hdl.handle.net/10737/4285.