A utilização de recursos tecnológicos e experimentais no ensino dos processos de propagação de calor: uma sequência didática baseada na teoria de aprendizagem significativa

Abstract

The search for the implementation of dynamic and differentiated methodological tools aimed at the teaching and learning processes is proposed in the National Curriculum Parameters - PCN + and the Common National Curricular Base - BNCC. In this sense, this research sought to answer the following problem: How the application of a didactic sequence (DS) that integrates computational activities (CA) and experimental (AE), focused on the processes of heat propagation, can significantly contribute to the learning of students from federal educational institutions of Amapá? In this context, the general objective underlying this research was to identify what significant conceptual implications emerged after the use of a didactic sequence that integrates computational and experimental activities about heat propagation processes with female students from federal educational institutions. As for the characterization, it is of an applied, qualitative, chronological and bibliographic nature, and for the objectives to be achieved, its development occurred through a virtualized methodology due to the coronavirus pandemic (Covid -19). In this sense, 10 volunteer students from the State of Amapá, in the city of Macapá, participated in this research. As for the methodological procedures, four stages were used: construction of the didactic sequence, survey by means of semi-structured interview aiming to verify the students' prior knowledge, adaptation and application of the didactic sequence composed of five meetings, synchronous through videoconference and asynchronous through video lesson, developed through digital resources such as Google Apps: Classroom, Meet and Forms; and WhatsApp. For data collection, concept maps, video production, and an evaluation questionnaire on the resources used in the research were used. With the development of the didactic sequence, signs of significant learning, integrative reconciliation, and progressive differentiation were observed through the activities presented by the students at the end of the classes. It was noted the enthusiasm and willingness of the participants to comment on their views and questions, thus demonstrating that the DS became a potentially significant instructional resource, since it was able to provide students the interaction between relevant prior knowledge, in the cognitive structure, and the new knowledge that was presented, obeying the two foundations of significant learning proposed by Ausubel. In this sense, after using the DS with the integration of real and virtual experimental resources through video and videoconference, it was noticed that the participating students reacted positively, especially in the lesson on thermal radiation. Thus, it was evident that computer and experimental activities when integrated can provide meaningful learning about the processes of heat propagation and contribute to the construction of knowledge in Physics.