Um olhar docente sobre o ensino-aprendizagem de cinemática: um estudo de caso na rede estadual de Jataí

Abstract

The teaching of Physics in Brazil has been much discussed in the educational community. The contents of Physics are passed on in an abstract and require the educator to seek new ways to get the knowledge to the student. In order to do this, we highlight the content of Kinematics for our study, because it is a part of Physics that requires a representation of phenomena by graphs and equations. In addition, thinking about teaching that can improve the representation of events, we propose the use of Mathematical Modeling as a tool in this teaching process. The purpose of this study is to map the teaching strategies of the Physics teacher of the State Educational Network of the city of Jataí - Goiás to understand the structural and methodological aspects of the classroom, as well as to understand the conditions under which the teacher work and its ramifications in relation to scientific learning in order to verify meaningful learning. As a theoretical basis for constructing this study we havetheories of Toulmin (1972, 2006) on conceptual change and argumentation, respectively, and Bassanezi (2004) on Mathematical Modeling, and Heidemann et al. (2016) on experimentation. The methodology used is qualitative, more specifically, a case study. Finally, we note from the analyzes that the difficulties of understanding the concepts, graphs and equations are visible in this process, and that theories of Toulmin together with Mathematical Modeling and experimentation can provide subsidies that overcome these difficulties.