O uso de Histórias em Quadrinhos (HQs) como recurso didático para abordar a 1ª Lei de Newton no 1º ano do ensino médio

Abstract

This study addresses the use of Comics (HQs) as a didactic resource to approach Newton's 1st Law for a class of 1st-year high school students. A qualitative approach was adopted based on action research, aiming to investigate the benefits of using Comics in the classroom. After reading about the topic in the academic literature, the hypothesis was raised that using Comics in the classroom actively engages students, promoting a more meaningful understanding of the subject and stimulating communication and expression skills. Comics provide space for students' prior knowledge to be associated with what they will learn and serve as verifiers of alternative concepts presented by students when instructed to create them based on a given theme. Based on this context, the participation of students during the three moments included in the methodological application was analyzed. Discussions were promoted about Newton's 1st Law, its main concepts, and practical applications in daily life, followed by the presentation of Comics that humorously and playfully addressed the previously discussed concepts. Next, students were challenged to create their own illustrated stories, using the examples presented as a basis. The productions of the participating students were evaluated during and after the production process. Through observation and the final results of the productions, participation, engagement level, and theoretical coherence in the Comics produced by them were assessed to verify the potential benefits described in the academic literature regarding the use of Comics as a motivating, facilitating, and verifying didactic resource for learning