Física no parque de diversões: as potencialidades de uma sequência de ensino por investigação na construção dos conhecimentos científicos relacionados às leis de Newton

Abstract

This text refers to the master's thesis, consisting of an investigative study in the professional master's degree in Science and Mathematics Teaching of the Postgraduate Program in Science and Mathematics Teaching (PPGECM), at the University of Passo Fundo (UPF ). The study takes as a problem the difficulties faced by teachers in getting students interested and enjoying physics classes and also the lack of opportunities for students to experience investigation situations. The objective of the study was to evaluate the potential of an Inquiry Teaching Sequence, addressing Newton's Laws present in amusement park rides, in a ninth year elementary school class. Considering this need, the theoretical contribution was based on Teaching by Research, by Anna Maria Pessoa de Carvalho, in order to answer the following question: "What is the potential of a Teaching by Research Sequence in the construction of scientific knowledge related to Newton's Laws in an Amusement Park?" To answer this question, an educational product was created, being a didactic sequence to address the concepts of Newton's Laws, for the ninth year of Elementary School, consisting of eight meetings. The proposal was prepared in light of the principles of the Research-based Teaching Sequence, which has the following key activities: Problem, Systematization, Contextualization, Assessment. The activities were developed using digital resources and parts of them applied in an amusement park, starting from the student's reality, seeking to make them an investigator and protagonist of their own learning, inserting teaching-learning strategies and methodologies that enriched the classes . These activities enable students to create and test their hypotheses, develop reasoning when solving problem situations and know how to work with cooperation and communication between them. The research had a qualitative approach, with data collection being carried out through observation forms filled out by the teacher at each meeting, a portfolio with activities carried out by the students, feedback given by the students orally and through digital questionnaires and recorded classes of the subject. In this context, three categories of analysis were used: prior knowledge; participation, motivation and socialization of students in carrying out activities; and the attitude of students towards new methodologies. The results discussed in these categories showed that the Research Teaching Sequence worked together with the use of technological resources and activities in an amusement park, provides students with greater freedom to construct scientific knowledge, stimulating their active participation and encouragement to socialization, contributing to the formation of the subject as a critical citizen. Furthermore, it contributed to digital literacy through the use of digital resources, allowing students to interact with technological resources during class dynamics. The Educational Product, in the format of a didactic sequence, which accompanies this study, is available in the form of support material for Basic Education teachers on the program website and on the EduCapes Portal.