Uma sequência didática abordando a eficiência energética: economizando energia na cozinha - aplicação e análise

Abstract

The present work aimed to analyze a didactic sequence as a teaching-learning methodology for the initial scientific training of high school students, considering the discourse in relation to the difficulty of understanding the discipline of Physics. The educational conceptions present in the significant learning theory (David Paul Ausubel) and in the methodological proposal of the Three Pedagogical Moments were used as a theoretical-methodological framework; in line with the contributions of authors who discuss the concepts of meaningful learning (Moreira, 2011, 2012, 2014; Carvalho and Gomes, 2017; Keidann, 2013; Pernambuco 2002; Freire, 2003). Therefore, the context in which the students were inserted was analyzed, as well as the physical concepts to be approached, aimed at the initial scientific knowledge. It was decided to work on the theme of Energy Saving in the Kitchen, working on energy efficiency and mentioning Newton's cooling law, relating to something very present in the student's daily life. For this didactic sequence, eleven classes included in a didactic notebook were necessary, which addressed some concepts and definitions necessary to understand the theme. Information was collected, through previous and final questionnaires, from the participants of this educational product, which proposes an approach within a historical, social and cultural context. In order to verify the students 'meaningful learning, in addition to the questionnaires, mental maps, made materials, and also the interactions and the students' behavior during the performance of practical activities were analyzed. The application occurred in a class of the second year of high school, from the State College of camp de Angaí, District of Fernandes Pinheiro, in Paraná, from May to July 2019. The research involved 11 students and from the analyzes carried out, in relation to energy saving, it was possible to verify the inability to make associations and the lack of understanding of scientific knowledge, since of the 11 respondents, 3 did not present compression, 4 showed daily comprehension (common sense), 4 showed partial understanding and none presented scientific understanding. Thus, there was an improvement in the understanding of scientific knowledge, as well as the ability to make relationships between high and low fire of the gas stove, with the high and low power of the microwave oven used as a teaching tool. , understood after strengthening the links between theory and practice.