Abordagem conceitual de temas de Indução Eletromagnética inspirado por experimentos históricos na educação básica

Abstract

At the heart of the National Professional Master’s Program in Physics Teaching is the proposal of an educational product. Therefore, this dissertation reports the planning, execution and analysis of a pilot educational product, focused on learning concepts related to electromagnetic induction for a student classroom of the 9th grade elementary school. This proposal is structured around the debate of conceptual elements that are relevant for the electromagnetic theme for two reasons: Firstly, for being adequate to the students school level in this pilot insertion; secondly, For exploring, based on the history and philosophy of science, the hypothesis over which the correlation between electricity and magnetism were set up in its early years of development. The reason to choose a classical physics subject was the fragility of teaching methods that still exists around it in school classes; besides, without a deep learning of these concepts, the comprehension of the subsequent and more sophisticated ones will be more difficult. In order to allow students to debate, develop hypotheses and test them, perhaps returning this cycle, the method consisted in a sequence of classes emphasizing the construction and testing of experiments. The teaching practice was conducted based on the social-cultural theory of Vygotsky, assuming that students are immersed in a social environment, disposing and using instruments to interact with it, while displaying unique skills in their own social context. Along with this theory, the Three Pedagogical Moments from Delizoicov & Angotti guided the planning and conduction of activities at classes. This methodology motivates the teacher to bring to the classroom the students interest issues and bind them to the studied subjects. Analyses of the collected data were based on the Bardin content analysis. In the course of this work, we came across with difficulties for employing original texts as didactic materials throughout the entire educational product, what was possible only in specific situations. Even with this restriction, the proposed teaching approach, employing experiments based on the original scripts, showed to be a promising method. The students built, manipulated and observed the operation of induction coils and transformers. The Content Analysis of the students’ entries regarding these activities allowed us to infer that some physical concepts were effectively learned, notably the correlation between electrical current and magnetic field.