Rotação por estações no ensino de movimento uniforme

Abstract

Unlike current technological development, the school remains stuck in the past, using traditional teacher-centered methods, a content-based information transfer system and passive students, especially in Science teaching. This article aims to present a case study through an exploratory application approaching the kinematics concept from a model: Workstation rotation model, in addition to engaging teachers in planning their own experiences with hybrid teaching. The methodology adopted consisted of using an active methodology located in the hybrid teaching zone. It is active because it places the student in the role of protagonist in the learning process. And this protagonism presupposes autonomy in decision-making, cooperation, dynamism and, even, solidarity. Starting from the data collection and the way in which the application was conducted, it was observed that the result for this methodology was of great growth for the students and great relevance for being able to apply Carl Rogers' learning theory, on which this work is based, mainly targeting the student as a teaching center. At the end we can find considerations about this scientific production, noting that it was accepted by the participants.