A importância da experimentação lúdica nas turmas de 9º ano do ensino fundamental como introdução à Física no ensino médio

Abstract

The teaching of physics has been customarily worked in traditional, mechanical and repetitive way. The students have no incentive to learn and they see the discipline as something distant from their daily lives. You can tell that traditional education is fundamental to the cognitive process, but should not walk alone in education generates a lack of perspective students. This work focuses on application of playful experimentation on two classes of 9th elementary school, two groups of private schools in Fortaleza, in order to assess the level of facilitator and motivational learning tool as an introduction to the discipline of physics teaching medium. In group A was seen in the physical form of traditional living room and parallel experimental classes had as a complementary feature. Group B had traditional lessons throughout the school year and only in the end that might have contact with the experimental classes. Students interacted with the material and were able to build their learning objects. A Study of Cases was used to compare the way the physical had been seen by groups. We sought to identify factors that resembled among different students and different schools trying to relate them to the research focus. The approach was qualitative and quantitative, with the need to prepare a questionnaire to evaluate the concept that students had the discipline of physics and about the way it was handled in two distinct groups. Before all the results obtained from the analysis of the questionnaire, one realizes that the acceptance of discipline on the part of the students improved, they have come to associate with easier content seen in the classroom with the phenomena of everyday life.