Uma proposta de sequência ativa de ensino e aprendizagem utilizando a estratégia de ensino Phillips 66 para compreensão das leis de Newton no ensino médio

Abstract

The lack of student motivation in Physics classes is a growing concern, often caused by traditional teaching methods that enforce passive learning disconnected from students' realities. This approach limits creativity and active participation, leading to superficial and unengaging learning experiences. To overcome these limitations, it is essential to implement innovative approaches that promote active and contextualized learning. This study aimed to develop and analyze an active learning sequence using the Phillips 66 Teaching Strategy (EEP66) to improve the understanding of Newton's laws in high school. The study compared an Experimental Group (TE), subjected to EEP66, with a Control Group (TC), which used the Dialogic Expository Teaching Strategy (EEED). In the TC, experiments were conducted by the teacher-researcher, while in the TE, student groups conducted the experiments. The research adopted a qualitative interpretative approach, supplemented by quantitative data collected through pre- and post-test evaluations, operational verification reports, systematic observation, and semi-structured interviews with TE students. The results indicated that EEP66 was highly effective in fostering an active and participatory learning environment. The TE showed a significant increase in post-test scores compared to pre-test scores, suggesting an improvement in academic performance. Although the TC had a higher average score, the TE demonstrated more consistent performance, indicating that the EEP66 intervention effectively improved content comprehension more uniformly among TE students. The analysis of operational verification reports showed that the TE maintained consistent performance with high averages and low standard deviations, indicating a solid understanding of concepts. EEP66 significantly increased student interactivity and participation, encouraging the development of skills such as teamwork, effective communication, and critical thinking. The methodology was perceived as more dynamic and engaging, increasing student interest in physical phenomena. The practical application of theoretical concepts was one of the most appreciated aspects, facilitating the understanding of the studied content. Despite the benefits, implementing EEP66 revealed some challenges, such as the need for greater teacher intervention to ensure concept clarity. The findings of this research have significant implications for educational practice and future research in Physics teaching. The effectiveness of EEP66 in promoting active and collaborative learning suggests that methodologies encouraging participation and self-assessment can be highly beneficial. However, it is crucial to balance these approaches with direct teacher support to ensure all students fully understand the material, contributing to a more effective and meaningful Physics education.