Uma proposta de aprendizagem significativa como ferramenta facilitadora da aprendizagem da eletricidade no terceiro ano do ensino médio

Abstract

This work presents the execution and results of a significant learning proposal as a tool to facilitate the learning of electricity in the 3rd year of High School. Its general objective is to know the applicability of meaningful learning as an instrument to facilitate the learning of electricity in the mentioned year. The specific objectives were: to investigate the use of meaningful learning in teaching physics in high school, to investigate meaningful learning and to identify the results of meaningful learning in physics teaching. His sample corresponded to 26 students from the same year of a public school in Parnaíba-PI, where the discipline of physics is taught, whose practical approach was based on the Theory of Significant Learning, object of guidelines for a more dynamic environment of teaching the Natural Sciences in High School. Their results point to the fact of positive results with the use of meaningful learning as an alternative to teaching these sciences, especially physics.