Abordagem do conceito de campo elétrico numa perspectiva de aprendizagem significativa por meio de uma sequência didática.

Abstract

This study proposes an investigation of the following dilemma: How can the concept of electric field be introduced in its complexity so that high school students can experience meaningful learning? To achieve such objective, we elaborated, developed and analyzed reports of the use of the educational product – FROM ELECTRIZATION TO DISTANCE INTERACTION – in three high school classes. Basically, the educational product is a set of instructions to students and teachers, following a teaching unit, organized in three moments and subdivided into twelve practices. In this work, practice means the proposal and its experimental development, therefore, there is special concern with the didactic transposition, through which we intend to allow students to explore concepts of electric charge, electric force, and electric field. Students are encouraged to carry out experiments, in a dynamic process, feeling motivated by curiosity and seeking elements from their previous knowledge to help them in this journey, unveiling an intercommunication process between what they already know and their new discoveries, thus making their learning more meaningful. The results of the qualitative and quantitative analyses of the educational product, we observed evidence of meaningful learning, since students were interested and sought to solve the problems proposed.