A engenharia didática no ensino de ciências: uma sequência significativa sobre ondas sonoras com alunos do 9º ano do ensino fundamental

Abstract

The challenges of the contemporary world require a change of attitude from all of us, in the sense of constantly reflecting on our practice, regardless of the area of activity. Therefore, redefining the teaching of science, the development of scientific thinking and leveraging student learning is a preponderant factor for improving teaching and the quality of education. In view of this, the Theory of Meaningful Learning brings an important contribution to guide the teacher's pedagogical practice and offer students a more attractive approach to the contents of the school curriculum, since it is a theory that places the student as a fundamental part of the teaching and learning process, valuing their experiences and their protagonism, making them the builder of their own history. From this perspective, teaching science, especially the concept of sound waves, provides students with the opportunity to develop their knowledge through understanding the manifestations of sound emission and propagation in the various environments that exist in nature. Thus, technology and music, in addition to currently being significant languages for young people, will have an unparalleled importance for conducting this research through the contributions of musical instruments and technological resources represented here by the software (PhET). Given this context, and using Didactic Engineering as a research methodology, the main objective of this work is to investigate the contributions of a Didactic Sequence (DS) based on the Theory of Meaningful Learning (TML) with the use of the software (PhET) and musical instruments for the understanding and learning of concepts related to sound waves with 9th grade elementary school students. Of a basic nature, with learning as the object of research and a qualitative approach, this study is divided into four stages: preliminary analysis, which sought to raise the epistemological and didactic aspects of the chosen content; a posteriori analysis that constructed the didactic sequence about sound waves, with the aid of the software (PhET) and musical instruments, taking into account the hypotheses established in this same stage of the present study; experimentation, which put into practice all the actions planned for the development of the conception of sound waves, through knowledge tests and Significant Didactic Sections; and, finally, a posteriori analysis and validation, which validated the hypotheses constructed in the a posteriori analysis stage. The three didactic sections constructed for the investigation during this research are part of the Educational Product proposed by the researcher, which proved to be effective in improving students' performance regarding the concepts of sound waves. Therefore, this work aims to serve as support and research material for future researchers, education professionals and undergraduate students who intend to develop work on this same theme.