Estratégias pedagógicas: uma análise da utilização de experimento para o ensino da primeira lei de Newton

Abstract

The teaching of Physics in High School faces significant challenges, especially regarding the difficulty in understanding the content and the low motivation of students. Given this context, the adoption of active methodologies that promote a more dynamic and meaningful teaching-learning process becomes fundamental. Among these methodologies, experimentation stands out, as it allows students to experience physical phenomena in practice, promoting theoretical understanding and the development of skills such as observation, analysis, and teamwork. In this sense, this work proposes the development and application of a low-cost experiment for the study of Newton's First Law, applied to a second-year high school class in a public school. The objective is to investigate how experimental activity contributes to conceptual learning and to sparking students' interest in Physics, promoting a more effective connection between theory and practice. The methodology adopted involved the application of three questionnaires: a diagnostic one (pre-test), one after the traditional lecture, and another after the experimental class, with the aim of analyzing the students' conceptual performance and perception. The results indicated a significant improvement in content comprehension after using the experimental activity, demonstrating a more positive perception of physics learning, and also showing that low-cost experimentation constitutes an effective pedagogical strategy, contributing to learning and increasing students' interest in the subject.