Uma sequência didática para o ensino de física numa perspectiva da aprendizagem significativa que utiliza mapas conceituais para alunos da modalidade de educação de jovens e adultos

Abstract

The proposed didactic sequence in this research is in accordance to the recommendations of the National Curricular Parameters (PCN's). It is addressed to the students of classes A and B, from the 2nd period of High School, in the Young, Adult and Elderly Education modality (EJAI), from the State School Pedro Joaquim de Jesus, in Teotônio Vilela city, state of Alagoas (AL). In the literature review that we did on the works published by this program, the EJAI modality does not have any didactic works or products for Physics Teaching, using the structuring theme 'A Didactic Sequence', in a meaningful learning perspective, in which concept maps are used for students of this modality, in which it aimed to address concepts related to Newton's Laws of Motion and their validity for inertial reference systems, the relationship of the mass concept with the inertial properties of matter, the involvement with non-inertial reference systems in the conception of centripetal force as a real force. The application of this product was carried out according to the methodological structure organized for each class, which are: the initial problematization for the students to attribute reasons, the content approach, seeking the construction of meanings and, finally, the learning verification through questions and the use of concept maps. In spite of the difficulties encountered due to experiencing the Covid-19 pandemic, the methods used in this work, by a construct of a qualitative research, of a diagnostic case study. The results obtained in the monitoring of students and in data collection through a questionnaire, showed indications that the didactic sequence organized as an educational product, may contribute to the teaching-learning process in physics classes, promoting the evolution of the students' cognitive structure facing the content worked. In its turn, the use of concept maps showed to promote a learning with attribution of meanings. Therefore, by the systemic vision through which this product was elaborated and applied to the EJAI modality, the obtained results showed indications of a favoring to the teaching-learning of these two followed groups.