Educação de jovens e adultos do ensino médio: uma unidade de ensino potencialmente significativa das definições de temperatura e calor

Abstract

This dissertation reports the research of construction, application and evaluation of a learning proposal for the teaching of physics in the first stage of the education of high school youth and adults. The first stage was applied at Almirante Soares Dultra School, in the city of Santarém, Pará. The main objective of this research was to create a set of teaching activities that enable the promotion of meaningful learning of the topics to be taght. This set os teaching activities, based is principles os the significant learning of David Ausubel, make up a structured thytrocus as a potentially education unit, as Moreira proportionate. The topics taught were temperature and heat, with the purpose or promoting the conceptual differentiation of them. Temperature and heat are part of everyday live and as school content are generally studied in second high school series and in the first stage of young and adults' education. The situation that ked do this research was the fact that when the teacher asks in the classroom about temperature and heat, the answers are elaborated in a wrong way, the students confuse the meanings of them with hot and cold words. To teach these topics, a set os teaching activities were used with previous organizers as bridges between new knowledge and others already existing in the cognitive structure of students, promoting the significant learning that was studied. The activities proposed to students were evaluated trough questioners, provocative questions and conceptual maps with the pre-established hierarchy. A pre blind to valid concepts, link words and prepositions that indicated a student’s evolution. This demonstrates that the adopted methodology promoted the occurrence of significant learning of the topics taught in this research. At the end of the research, the results obtained when applying the planned were satisfactory, because indications were verified of previous knowledge. The student's answers showed elements that approached scientific understanding about the topics taught by the teacher. [resumo fornecido pelo autor]