Aplicação de kit didático em aulas de hidrostática no ensino médio na perspectiva da aprendizagem significativa [manuscrito] / Alcilene Balica Monteiro - Rio Branco AC 2019 - 153 f.: il.
Orientador José Carlos da Silva Oliveira
Dissertação (mestrado) - Universidade Federal do Acre, Mestrado Nacional Profissional em Ensino de Física, 2019.
Abstract: The present work aims to develop an educational product for the teaching of hydrostatics in high school, supported by the theory of meaningful learning of David Ausubel (1965), since in the day to day of the students arise several possibilities to use the laws and applications of physics. The educational product consists of the application of a teaching kit in hydrostatic classes in high school in the perspective of meaningful learning. In the execution, a Potentially Significant Teaching Unit (LPS) was used, supported by a teaching kit composed of: hydraulic arm, hydraulic press, hydraulic excavator, hydraulic brake system and three models of ludio, which gave the students a better understanding of the contents of hydrostatic related technological advances and their daily activities. The experiments have a demonstrative character and understanding of subjects such as Stevin's principle, Pascal's principle and Archimedes' principle. The study was applied to the students of the 2nd year of the Integrated Technician course in Higher Education of the Federal Institute of Education, Science and Technology of Acre - IFAC / Câmpus Sena Madureira (CSM) for two months and covered all the frequent students. The method of approach was qualitative. The school interventions took place through 50-minute expository classes and its relevance is in the exploration of the hydrostatic themes integrated with the reality of the students, articulating the theory with the practice and, in this contextualization of knowledge was problematized the language of the daily with the scientific language anchored in previous knowledge (subunits). In the development of the study, three tests were applied, the first one to identify the subscriber, the second to qualitatively evaluate if the new knowledge was anchored, through the educational product and a third to verify the temporality of setting the new knowledge. The tests served as a basis for data collection and were analyzed through descriptive statistics in search of significant learning indicators, applying measures of frequency and central tendency. For tabulation and analysis, the Microsoft Excel application and the Spread Sheet / Google Drive were used. Os resultados indicam que houve, pelos estudantes, um melhor entendimento dos temas da hidrostática e que as metodologias de ensino apresentadas contribuíram para a concepção e construção de uma linguagem científica, envolvendo os conhecimentos prévios adquiridos (subsunçores). It facilitated an evaluation throughout the process, favoring more than one way of approaching the subjects, in a progressive and integrative way, besides being carried out with individual and collective stages between the students, researcher professor and the titular teacher of the physics curricular component.
Princípio de Stevin Princípio de Pascal Princípio de Arquimedes Aprendizagem Significativa