Uma metodologia de ensino para entropia de Boltzmann subsidiada pela teoria da aprendizagem significativa

Abstract

Knowing how entropy is approached in the main high school textbooks and the difficulties that Physics teachers at this level of education face when trying to make the didactic transposition of this concept, in this work we propose a didactic sequence involving the History of Science and the Experimental activity, based on the foundations of Ausubel's Theory of Meaningful Learning and on Gowin's Model, looking for an alternative to the construction and understanding of the entropy concept that helps both teachers and students. All this didactic strategy materialized through an Educational Product that was applied to the students of the Science of Nature Trail of the 2nd year of the New High School of the State College of the Military Police of the City of Aparecida de Goiânia GO, where initially a brief History of Thermodynamics was presented, then in a more conceptual, comprehensive way and with the aid of mathematical methods, the main topics of this science were approached and, finally, using statistical arguments, a practical activity was developed. Finally, in the data collection procedure, evaluative questionnaires were used. And with these data, through tables and graphs, the results were analyzed and the conclusions presented.