Utilização da prática experimental como situações-problema na disciplina de elétrica

Abstract

The study presented here is guided by the application of Problem-based Situations methodology mediated by Experimental Practices within the scope of Physics Education and Teaching aimed at high school students at the Federal Institute of Education, Science, and Technology of Piauí, located in the city of Oeiras. The purpose is to incorporate the theory of Meaningful Learning into the classes, with the perspective of moving the learner away from traditional teaching methods and ensuring greater autonomy in performing activities and solving problems, sharpening their critical thinking through situations created to ensure greater significance to what is being observed, studied, and assimilated. Thus, these situations involve the implementation of three experiments focused on Electrical content, present in the third year of high school basic education. They are: the repulsion effect of charges in the Electric Fountain; the action of fields through Magnets; and Electrification by Friction. To achieve the aforementioned objectives, educational practices aimed at greater student interaction with Problem-based Situations were used, such as increased involvement in conducting experiments, independence in formulating hypotheses, among others. To ensure a more accurate assessment of the methodology, student satisfaction was measured using the Likert scale and the construction of individual reports, with data collected and analyzed through these and other instruments applied before and after the resolution of the Problem-based Situations.