A utilização da experimentação no ensino de física no ensino fundamental

Abstract

In the course of time, it has been sought to solve difficulties due to the process of teaching and learning, especially in relation to the contents of the exact sciences and the Earth: Chemistry, Biology and Physics, especially the latter, difficult due to the frequent use of mathematical formulas, calculations and theories difficult to understand. In this sense, alternatives have been sought to minimize difficulties and bring the student closer to the content. Thus, this study aimed to conduct a bibliographical survey regarding the use of Experimentation as a methodological strategy for the teaching of physics content in elementary school, as well as highlight its main benefits in relation to the teaching processstudent learning. For this, a search was performed in the databases: Google Academic and Scielo, using the descriptors "Experimentation", "Experimentation and Science Teaching", "Experimentation and Physics Teaching" and "Experimentation; Physics Teaching; Elementary Education". A total of 4,654 results were found, so that, of these, only those studies that showed themselves according to the proposed objective were selected. Given the results obtained, it was clear the potential of experimentation as a methodology for teaching Physics content in Elementary School, presenting as benefits the interest of students, motivation, enthusiasm, the student as a builder of their own knowledge, improvement in classroom relationships and changes the environment so that the student feels good to be there, contributing to the full development of the class.