A importância da prática experimental no ensino de Física utilizando experimentos

Abstract

This work aims to emphasize teaching by experimentation, evidencing through the stages of research that were carried out in the classroom and to bring information to support and demonstrate the potential of this methodological intervention according to basic concepts in High School, as a form of learning, supporting the student to develop a research and experience. For this, a research was carried out with 45 students from a class of the 2nd year of high school at an educational institution in the state public network of Jataí, in the State of Goiás. The intervention took place in four classes provided by the professor in charge of the discipline of Physics. The classes, with an experimental character, were planned and elaborated with the use of low-cost and easy-to-purchase materials, which can therefore be taught in most classrooms, without the obligation to be in an experimental physics laboratory. During the classes, we realized that, even with lack of motivation before the interventions, due to the fact that there were not many experimental classes, after the experimental practice, the scenario changed, given the experiences that emerged for them, during this period we collected data through an initial form , for a survey of experimental practices. The following week, in the first class available, we started a resumption of content using Power Point and multimedia and an application of five continuous questions, given to each student, to assess the understanding of the concepts taught. Following the week, experimental scripts and practical activities with questions were called up. Testimonies from participants about practical activities were collected through debate in the classroom, then the final questionnaire was published to assess how the experiments were useful in this process. During the practices carried out, there was a time when students reported their impressions regarding the practice in physics classes. Through the teaching of physics, through experimentation, it was possible to see that this teaching-learning process can be a facilitator of student learning.