Estudo exploratório sequencial acerca da aplicação da História da Ciência (HC) no ensino de Física por meio de mapas conceituais como estratégia empreendedora

Abstract

The present study analyzes the use of concept maps as a pedagogical strategy in Physics teaching, with emphasis on the History of Science (HS), articulated with the perspective of Entrepreneurship in secondary education. The research was conducted with students from the 2nd year of secondary education at CETI Armando Burlamaqui School, in Oeiras–PI, adopting a qualitative and quantitative approach. Data were collected through diagnostic and evaluative questionnaires applied before and after the pedagogical intervention, as well as through the use of concept maps developed from historical Science content. The results indicated that students had relevant prior knowledge of certain HS concepts, especially those related to scientists such as Galileo Galilei and Isaac Newton. However, although concept maps were recognized by the students as clear, organized visual resources that facilitate the understanding of the historical evolution of physical theories, this perception was not satisfactorily reflected in the evaluated practical performance. Partial assimilation of the contents was observed, suggesting limitations in the effectiveness of the methodology in the investigated context. In addition, it was found that most students had no prior familiarity with the use of concept maps, which may have influenced the results obtained. Therefore, the study points to the need for diversification of methodological strategies, as well as for the improvement of teacher mediation and the time of exposure to the tool. It is concluded that concept maps have relevant pedagogical potential in the teaching of Physics and the History of Science; however, their effectiveness depends on a planned, contextualized application integrated with innovative pedagogical practices, including, prospectively, approaches focused on educational Entrepreneurship.