Uma proposta de sequência didática para o ensino da associação de resistores em série e paralelo no ensino médio por meio da experimentação

Abstract

The main purpose of this study was to develop and present teaching strategies that collaborate with the understanding of physical content and with the deconstruction of negative perceptions about the discipline of Physics, and compile them into an Educational Product. For this, a content considered difficult by the students was selected, electrodynamics, in particular, the association of resistors in series and parallel. Regarding the methodological processes, a bibliographic survey was initially carried out to identify the state of the art of national studies with a theme related to Physics Teaching. Therefore, we discussed the practice of experimentation, its contributions to Physics Teaching and its main specificities. The main concepts for understanding the content of electrodynamics were also presented: Electric current; electrical resistance; Ohm's First Law; Electromotive Force; Electric circuits; Series Resistors Association; Association of Parallel Resistors; Mixed Association. The Didactic Sequence responsible for composing the Educational Product was developed with the 3rd Year High School classes of the State College of the Military Police of Goiás Dr. Tharsis Campos, located in the municipality of Catalão, GO. David Ausubel's Theory of Meaningful Learning guided the entire process. Through the Educational Product, it is expected to contribute significantly to the formation of students, in addition to presenting to other teachers from the public and private network new possibilities of approaching physical content. Through the development and application of the Educational Product, it was possible to perform a moment of deconstruction of some spontaneous misconceptions about Physics Teaching, and the students were able to establish connections between the contents and the daily life, attributing meaning to the material under analysis.