Ensino de cinemática por abstração e fenomenologia: uma abordagem investigativa através dos experimentos

Abstract

Seeking to meet the demands of scientific literacy foreseen in the Law of Guidelines and Bases of Education (LDB) and the National Common Curricular Base (BNCC), this work developed an alternative method focused on teaching physics through the development and application of an educational product through experimental practices in the teaching of Kinematics. The research problem focuses on how these practices will awaken in students the abstraction necessary to promote their investigative autonomy, encouraging them to develop their own investigative methods and reflect critically on physics concepts. The general objective is to evaluate the effectiveness of this approach in teaching Kinematics, especially in the analysis of its movements, with the secondary objective of analyzing how the interaction between theory and practice can foster critical thinking and understanding of the physical phenomena seen by students. The theoretical framework includes authors who discuss scientific investigation through constructivism and reflective abstraction (from Piaget's perspective), meaningful learning (Ausubel), and finally, the analysis and perspective of physics teaching (Arons). The use of experiments was essential to foster investigative research, which allowed students the opportunity to build knowledge and practice abstraction in the interpretation of phenomena. For teachers, it is an opportunity to exercise creativity with an effective method that uses instrumentation in physics teaching combined with investigative and reflective experiments at an affordable cost. After the application of the educational product, an improvement was observed in the students' perspective regarding the abstraction of physical phenomena after being exposed to the educational product. Considering all the processes involved in the development of this work and the application of the educational product, an opportunity arose to adapt the lesson plans to different areas of physics, enabling their epistemological leveling and improvement in teaching levels.