Neurociência e educação: contribuições para o ensino de termometria

Abstract

This dissertation consists of the application and evaluaton of a Didactic Sequence with a theoretical basis in Ausubel's Neuroscience and Meaningful Learning. The work proposal arose because it is a considerable and convenient topic to study in the education scenario. In addition, it is important to understand some aspects of Neuroscience and how it can contribute to the teaching work in Physics teaching. It also seeks to understand how this knowledge can help teachers to develop their classes to lead students to learn in a meaningful way. Qualitative research was carried out in a public school, with two second-year high school classes, totaling 33 students, in the city of Farroupilha, in Rio Grande do Sul. Data collection took place through questionnaires in the Kahoot application, construction of a mental map and analysis of the researcher's logbooks. Through the methodology used and the study carried out, an educational product was generated in the form of a didactic sequence, divided into eight units, where the content was approached indifferent ways and subsidized by Neuroscience, to improve the teaching and learning of thermometry. As a result, from the mental maps and initial questionnaires applied, it was noticed the presence of some previous knowledge and alternative conceptions about the concepts of heat and temperature. In carrying out the final mental map and the final questionnaire, the presence of correct relationships between the concepts of heat and temperature was found and the students correctly answered that the thermal sensation is related to the perceptions of hot and cold. It was also noted that the strategies should be diversified and that provoke the student's interest in participating, arouse curiosity, predisposition to learn and the perception that the student is part of the teaching and learning process. [resumo fornecido pelo autor]