Objetos de aprendizagem e ensino de física: considerações a partir da relação com o saber

Abstract

This thesis deals with secondary school students‘ relation to a specific knowledge Physics – and how use learning object in the classroom points out modifications in this relation. Grounded in Bernard Charlot ́s notion of relation to knowledge, this research seeks to identify what elements students mobilize to build their conception about physics, to understand their relation with computers and how use learning object in the classroom points out modifications in their relation to a specific knowledge – Physics. We assume that relation to knowledge is a relation to itself, a relation to others and a relation to word, and we also assume that contemporary changes due technology directly interferes in this relation. The results shows that use learning object in the classroom pointed out some amelioration in students‘ relation to this specific knowledge - Physics. However, we mustn‘t say that these changes are permanent or will result in tests success. This was a qualitative research and the respondents were 10th grade students of a private school in Maceió-AL. For data collection and analyses, we used observation, questionnaire and content analyses, respectively.