Metodologias alternativas no ensino de física: uma análise comparativa

Abstract

The present work refers to an interventional research to analyze the implications of the use of alternative methodologies in physics teaching for high school students of the Federal Institute of Education, Science and Technology of Piauí/Campus Angical through the application of the game Track of Chains. As a theoretical basis, studies were adopted with emphasis on the concept of learning and teaching methodology. In order to do this, the studies of Ausubel (1982), Aquino (2007), Vygotsky (1978), Anastasiou (2001), Libâneo (1990), Delors (2003), Darroz (2015), Kopfler (2009), Marczewski (2013) and Silva (2017). The study was anchored in the qualitative method through interventional research. The data collection techniques consisted in the application of two types of questionnaires that enabled mapping of previous knowledge and advances in learning. The analysis of the data of this research revealed a better performance of the students when solving the problems on electrical current after the application of the game, and the implications of its use as an alternative method in the teaching of physics. It was noticed that the teaching strategy used developed the necessary skills so that the student could advance in previous knowledge beyond the real knowledge zone, as they acquired new knowledge