Sequência didática para o ensino da física térmica: uma proposta baseada nos princípios da andragogia
The present work brings a proposal for a didactic sequence, using the andragogy methodology in the teaching of thermal Physics for the youth and adult education (EJA) modality, applied in a high school class in a college located in the West of Paraná. The implementation of the educational product to...
| Autor principal: | Frigo, Flavia |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2023
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/30879 |
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| Resumo: |
The present work brings a proposal for a didactic sequence, using the andragogy methodology in the teaching of thermal Physics for the youth and adult education (EJA) modality, applied in a high school class in a college located in the West of Paraná. The implementation of the educational product took place in times of the Covid-19 pandemic, in person, only with students who chose to return to classes after the release of the Ministry of Health. The main objective is to offer a pedagogical didactic material, with a specific language that meets the different profiles, which encompasses a great diversity, ranging from the young to the elderly, with varied learning rhythms and structure of thought. This is support material with methodological subsidies to educators who work in EJA, in order to assist in professional development and improve their didactic practice, favoring in some way to improve the teaching of Physics, more specifically, the teaching of Physics in EJA, seen as an abstract discipline, complex and difficult to understand. Starting from a quantitative-qualitative research, it started with the application of an investigative questionnaire, about the student's world view, their way of life and their perceptions about the teaching of Physics, and application of the didactic sequence composed by models, problem situation, comics, experiments, produced for these students, culminating in the construction of a prototype of a sustainable solar water heating collector. We found that the methodology addressed allowed the active participation of students in the teaching process and a great advance in the understanding and assimilation of the Physical concepts studied. We conclude that the proposal of this study proved to be efficient to adapting the educational practices of Physics for this public, as they met the needs and formative specificities of the EJA subjects, enabling conditions for dynamizing the teaching and learning of Physics, allowing the student to relate scientific knowledge with everyday phenomena. |
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