Uma sequência didática para o estudo de Termologia

Abstract

There are several discussions around the methodologies used in the classroom, as well as the challenges faced by teachers in the school environment, regarding their pedagogical practice.The use of didactic sequence for teaching Thermology assists students in the teaching-learning process, as it is a flexible method that can adapt to the reality of each audience. It is noted that the understanding of temperature and heat concepts is a problem faced by students at various levels of education. In view of this, a didactic sequence was developed in this study for the study of Thermology with an emphasis on the topics of heat and temperature, based on David Ausubel's Theory of Meaningful Learning. The study was conducted in three classes of the 2nd year in a public state school. For data collection, two questionnaires were administered: a pretest to assess students' prior knowledge and a post-test to assess the assimilation of concepts. It is concluded that the didactic sequence, through the application of an educational product, proved to be a potentially significant material for the study of Thermology, which can be used as a support material in classes. However, it should undergo modifications to better suit the students' reality