Uso de experimentos didáticos como mediadores da aprendizagem em eletrostática numa escola pública de Maceió/AL

Abstract

This dissertation deals with the application of the Educational Product built during the course of Professional Masters in Physics Teaching, linked to the Graduate Program of the Institute of Physics of the Federal University of Alagoas. The Educational Product consisted of a set of scripts for experiments of low cost on the Electrostatic theme. Using experiments as a teaching strategy in Physics has been pointed out by researchers as one of the most significant didactic actions in the teaching and learning process. In addition, the National Curriculum Parameters (NCP) recommend the use of experimentation, emphasizing the relationship theory-experiment and incorporating interdisciplinarity and contextualization. In order to collaborate to improve the teaching of the subject in question, we elaborated the experimental itineraries and developed our classes based on these experiments, in the first academic bimester of 2016, with the participation of 38 students of the 3rd grade of the Ovídio Edgar de Albuquerque State School, in the city of Maceió, AL. To support this work, we consider Piaget's learning theory, Vygotsky and Ausubel's meaningful learning theory, in which the learner is the focus in the teaching and learning process. The work shows a detailed description of how these classes took place and showed how experimentation in Physics teaching is a tool that assists in the teaching and production of meaningful learning.