Construção do conceito de medição por meio de uma estratégia pedagógica baseada no modelo didático de formulação de perguntas

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

30/04/2010

RESUMO

The didactic laboratory is of addition importance in Physics learning since it contributes to relate theory and practice. However, studies tell that many students demonstrate difficulty in understanding the experimental activities for if they find in the Punctual Paradigm and, therefore, they carry problematic representations to the they come across the accomplishment of activities that involve measurements. The use of practices that you/they allow the development of the contents through the discursive interactions constitutes an important strategy in general in the overcome of problems that affect the education system and particularly Physics teaching. The present study had as objective evaluates the understanding level reached by the students during a measurement activity in the didactic laboratory, in which the Model of Formulation of Questions was adopted to guide the teacher s speech, as strategy for the overcome of the difficulties faced by the students in Physics teaching. 21 students the 1st years old were analyzed in Environmental Engineering of a public university in the city of Londrina (Paraná). Questionnaires writings were applied before and after the accomplishment of an experimental activity to verify the students understanding on the measurement process. The students were guided to accomplish the measurement of the period of a simple pendulum and after the procedure, the teacher guided a discussion being guided mainly in the foundations of the Didactic Model of Formulation of Questions, in order to stimulate the students to reflect her/it regarding the accomplished activity and of the found results. With that, the teacher sought to explore possible changes in the students understanding regarding the measurement process for the group paradigm. The results showed that the 21 students met in the Punctual Paradigm before the accomplishment of the experimental activity. However, after the discussion based on the Model of Formulation of Questions, 16 students started to have reasons that framed them in the Paradigm of Group. Although initially the students have presented concepts that they were fit in the Punctual Paradigm, the teacher s due orientation during the accomplishment of the experimental activity, guided by the Model of Formulation of Questions, it demonstrated to belong efficient in the transport of the reasoning to the students to the Paradigm of Group and, consequently, it contributed in a positive way in the construction of the concept of the students measurement.

ASSUNTO(S)

física - estudo e ensino (superior) física experimental medidas físicas - formação de conceitos física - perguntas e respostas physics study and teaching physics experiments physical measurements concept formation physics questions and answers

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