Concepções espontâneas em circuito elétrico simples e lei de Faraday-Lenz: uma abordagem através de experimentos com materiais alternativos

Abstract

This work aims to encourage Physics teachers to face problems related to the structure of most public schools, especially in relation to the lack of Physics laboratories, starting from the precepts that the absence of a laboratory cannot prevent the teacher from to carry out experimental activities with their students. Therefore, it is a proposal based on the use of experiments with low-cost materials, which can awaken students' interest in Physics and, simultaneously, explore the intuitive conceptions of these students, providing them, through the construction of their own knowledge and the teacher's mediation, conditions to overcome them. This work is anchored on two essential supports in the teaching and learning process of the Physics discipline: the importance of using experiments during classes, and the understanding that exploring students' spontaneous conceptions is fundamental to achieving positive educational results. Aiming to contribute with these points, an Educational Product was elaborated, containing experimental activities and methodological procedures. David Ausubel's Meaningful Learning Theory guided the process of conceptual experience and construction of didactic material. The experimental activities, as well as the methodologies and strategies proposed in the Educational Product are easy to reproduce, which depend on the target audience and the school structure and may require preferences and adjustments.