Abordando assuntos da hidrostática para alunos de ensino médio na perspectiva da aprendizagem significativa crítica com o uso de experimentos de baixo custo

Abstract

The Physics Teaching within the parameters of mechanical learning has been shown to be ineffective. Learning centered on the student as a thinking and acting being in the society in which they live is necessary. Critical Meaningful Learning Theory advocates that potentially meaningful teaching can facilitate student cognitive development. Critical meaningful learning also considers prior knowledge as one of the main factors for success in the teaching-learning process. Thus, the objective of this work is to apply some programmatic principles addressed by such theory in hydrostatics classes with the use of low-cost materials and encourage greater interest in students. The applied strategies aim to make students know some physical concepts related to the subject and identify these phenomena in everyday situations. In this way, a didactic sequence was developed based on experimental classes and that apply the programmatic principles of the theory of critical significant learning. Because of the Covid-19 pandemic, the didactic sequence was applied through the Zoom platform and had the participation of students from the public and private network of the cities of Inhumas, Goianira and Santo Antônio de Goiás.