O uso de uma sequência didática para provocar uma mudança conceitual em estudantes da 1ª série do ensino médio, no ensino de mecânica

Abstract

The pursuit of scientifically accepted knowledge is a long way to go, as students have their own meaning for the vast majority of content and in many of these cases, these convictions are quite resistant, as has been verified in the academic literature (LEITE, 1993). In this research we conducted a study on the pedagogical contributions of an Investigative Teaching Sequence. The research itself sought to answer the following question: what is the contribution to the conceptual advancement of students in the 1st grade of a public school when they are inserted in an investigative activity? To this end, we performed three activities and one more pretest, with the help of digital educational simulators, which were used to mediate meaningful learning. The fieldwork took place between the months of March and April, in a State School of Vocational Education in the city of Senador Pompeu-CE. With the systematization of the final results, it was noticeable that, before the practice, there was the presence of several alternative conceptions indicated in the academic literature and also others not mentioned. After practice, it was found that a large majority of students were able to overcome the initial intuitive conceptions. Thus, we hope that the contributions promoted by this research can support the work of schools and teachers that do not have a physical laboratory, but aim to provide meaningful learning through investigative methodologies.