Uma análise experimental da velocidade do som no ensino médio sob o enfoque na teoria vigotskiana

Abstract

The current concern with the need to connect everyday knowledge with the technical knowledge discussed in the classroom has the main objective of making the teaching and learning process a meaningful practice. From this perspective, it is common to seek appropriate methodologies that take into account the students' characteristics, as well as those capable of leading, more efficiently, to the development of students' ability to deal with abstract content. This obstacle, faced by teachers in the teaching process, especially in the final years of high school, has been one of the main difficulties for teaching Physics. In addition, the lack of motivation and the absence of adequate materials can be factors that hinder teaching practice. In this work, we propose the use of a didactic sequence based pedagogically on Vygostsky's constructivist theory and on an experiment with sound tubes, to be used as a tool for didactic transposition for teaching waveforms. The research was applied to students of the third grade of a high school in the city of Maracanaú-CE. The students were divided into groups with the aim of analyzing their observations and perceptions of the concepts learned and the relationship between the experiment, built by themselves, and the content covered in the classroom. In the first moment, a Quiz (pre-test) was applied about the basic contents for the execution of the experimental practice and, next, a post-test with questions related to the experimental practice was applied. An analysis of the obtained results was made and in which we base our perception on the usefulness of this practice being potentially significant.