Aprendizagem baseada em problemas para o ensino de Física: uma proposta de sequência didática

Abstract

The process of teaching Physics remains rigid in traditional education systems, as many 21st-century classrooms still follow methods reminiscent of the 20th century. This outdated approach often makes the teaching-learning process tedious and unengaging for students, leading to significant challenges in their learning experience. This study conducts a bibliographic analysis of Active Methodologies, with a particular focus on Problem-Based Learning (PBL), which is the central focus of this research. It proposes a didactic sequence for High School Physics classes, utilizing PBL as a teaching methodology aimed at fostering critical thinking, collaborative work, and knowledge acquisition. PBL is widely implemented in Higher Education programs within the Health Sciences, and its unique characteristics enable students to engage in immersive learning experiences by solving problems relevant to their fields.