Uma sequência didática para ensino da transformação e conservação da energia sob a perspectiva da teoria da aprendizagem significativa

Abstract

This qualitative case study evaluated the contributions of a didactic sequence (DS), elaborated according to the Meaningful Learning Theory (MLT). The case study focused on meaningful learning of the general principle of conservation of energy, by first-year high school students studying Maintenance and Support in Informatics at the Federal Institute of Education, Science and Technology of Goiás, Câmpus Jataí. The didactic sequence was developed in six one and a half hour meetings in December of 2017 and March of 2018. The activities and resources of the didactic sequence were organized to favor the principles of progressive differentiation and integrative reconciliation, while providing moments of reception learning and discovery learning. Within this research, in its methodological and procedural aspects, the following were carried out: a literature review of articles and dissertations from the last five years in the area of physics teaching having MLT as a theoretical basis; a theoretical deepening of MLT; the planning and construction of the didactic sequences; a survey of students' previous knowledge; application of the previous organizer; the planning and application of subsequent stages of the didactic sequence; and an analysis of the collected data. The analysis sought to verify if there were signs of meaningful learning of the concepts and content inherent to the general principle of energy conservation. Results indicated greater student participation in the proposed activities and learning of the concepts taught.