Práticas experimentais no ensino de física: um comparativo das usabilidades no dia a dia

Abstract

Physics is a science that needs good education, so it is important that people know how to use this science, and with experimental practices we can adopt an active approach, where teaching and learning are shared. Therefore, the study starts from the following problem: Does carrying out experiments in Physics Teaching bring better results for meaningful learning? The general objective was to make a comparison based on the usability or otherwise of experimental practices for Physics Teaching on a daily basis, through the learning results between the class that carried out experiments with the class that only used traditional pedagogical methods. And, the specific objectives included contextualizing the correlation between collaborative learning and active methodologies, as well as the Theory of Meaningful Learning, as premises that drive experimental practices; report the structuring of experimental practices through applications carried out in the EP; and analyze whether the carrying out of experiments in Physics Teaching promote better results for meaningful learning, through comparison between a class that participated in experimental practices with another class that did not contemplate the activity. The study is classified as a descriptive-exploratory-explanatory research, with a qualitative and quantitative approach, with regard to technical procedures and data sources, firstly, bibliographical research is used as a theoretical basis, complemented by the case study which will direct the variables studied. The study sample comprises two classes of 1st year students, from Colégio Estadual Abrahão André, in the city of Catalão - GO. As technical procedures, comparison methods were used between the experimental practices used; and, for this, a Physics Questionnaire and a Mini Simulation were used. This work arose from the need to make significant changes in the teaching-learning process of the Physics subject; a change that occurred in a way that made it possible to transform students, in the way they are present in their own learning process, playing an investigative and more active role in education. Among the results found, the Physics Questionnaire shows a predominant profile among the sample, of students with low performance and little participation in activities and in the school context, supporting their own learning, as well as their future. At the same time, the Mini Simulation proved that experimental practices are active tools that promote greater interactions between students, teachers and learning content, so that both teaching and learning become more pleasurable and meaningful, focusing on everyday situations, in which students can relive new knowledge and knowledge. It can be concluded that carrying out experiments in Physics Teaching brings better results for meaningful learning; once, it makes it possible to relate the contents with the students' own experiences, demonstrating science in everyday life, and also motivating them to want to learn more, becoming active and responsible for their educational processes. Keywords: Physics Teaching. Experimental Practices. Active Methodologies. Meaningful Learning.