As contribuições de experimentos para a aprendizagem significativa de termologia no ensino médio

Abstract

Thermology is an important area of Physics that, like other areas of this science, is very present in our daily lives. In this sense, the contents of the curriculum for the Natural Sciences Area and its technologies are important for the student’s basic and protagonist training. Thinking of the study of Thermology as a very relevant and significant learning experience from the perspective of high school requires teaching using more stimulating and active tools or strategies. The experiment as a teaching strategy responds to this thought. Thus, the objective of this research is to analyze the contributions of experiments to meaningful learning of Thermology in high school. The study starts from qualitative research for the production and analysis of data, the purpose of which is strategic basic research, of an exploratory type, in relation to the technical procedure, bibliographical research and, regarding data interpretation, thematic analysis. Thus, from the analysis of the selected works and the studies carried out, it was possible to identify the use of Thermology in the context of approaching high school Physics, discuss the use of experiments in the context of approaching high school Physics, and present how the Experiments provide significant learning about Thermology in high school. Therefore, the contributions of experiments to learning refer, above all, to the interest, stimulation, and consolidation of theoretical learning of Thermology. Such contributions are fundamental for improving teaching practices on the part of the teacher and even more significant for the learning of Thermology on the part of students.