Aplicação de produto educacional para ensinar atrito de forma significativa

Abstract

Analyzing the situation of physics education in Brazil reveals several challenges that hinder the teaching-learning process. Outdated methodologies are an obstacle that needs to be overcome through the use of active methods, where the student takes on a protagonist role and understands the importance through application in their daily lives. Meaningful learning was employed in this work to overcome this problem, as the teaching-learning process can become more effective with the appropriate use of subsumers. Another recurring problem in Brazil is the lack of school infrastructure, where many schools, for example, lack laboratories to support and diversify physics classes. Consequently, classes become more theoretical and less practical. One option to address this issue is the construction of materials that assist the teacher in the classroom. With the aim of not depending on school structures, this work develops an educational product that can be used to teach friction using traffic as a subsumer, employing analogies that help the student understand the content and its application in daily life. Additionally, this educational product was constructed with easily accessible materials to ensure its feasibility. Upon analyzing the collected data, a significant improvement was observed in the classes where the educational product was applied during the lesson.