Uma abordagem simplificada e didática da termologia para o ensino médio

Abstract

Initially, a survey was conducted with physics teachers from the state of Ceará who work in high school. This research revealed to us a little about the teachers' learning during their academic formation, in which the chosen theme was thermology. The results showed some shortcomings that made us think of an educational product to help both students and teachers achieve their goals. It is not difficult to realize that the founders, professors and participants of the National Professional Master in Physics Teaching (MNPEF), strive hard to make the didactic approach to physics at the middle level more effective. From the perspective of training physics teachers, the MNPEF project has as one of its objectives, “the improvement of the professional qualification of practicing physics teachers in Basic Education, aiming at both the performance of the teacher in the exercise of his profession and the development of techniques and products for learning physics ”(BRAZILIAN PHYSICAL SOCIETY, 2015, p. 1). In the face of exports, the main objective of this work is to encourage the study of Physics, showing the efficiency of the educational product as a didactic and simplified thermology material for both high school students and for recycling physics / science teachers. This work aims to easily elucidate, through a didactic approach, the main concepts of thermology with an emphasis on its applications, since they are part of the programmatic content of the national high school exam (ENEM), considering their respective competences and skills. The development covered in the Educational Product is based on a theoretical basis guided by the didactic sequence of David Ausubel, a light mathematical basis, with explanations and animated images for a pleasant reading. With Piaget's constructivist theory and based on the literary teachings of Paulo Freire, the themes of thermology presented were: Thermometric Scales, Thermal Expansion, Amount of Sensitive and Latent Heat. At the end of each theoretical chapter, it has conceptual questions and tests, with their respective resolutions. Data collection and final comparisons were carried out with two classes from the 1st year of high school at the Federal Institute of Ceará, on the campus of Tauá. Before applying the educational product, a diagnostic evaluation I was carried out to obtain notions of the students' previous knowledge and thus guide the thermology course. During the application of the product, the classes had expository classes with the resolution of exercises and use of complementary material. At the end, a second evaluation was carried out to identify whether the teaching process with the aid of the educational product was effective. Finally, a third assessment was applied to students to collect the impression they had about the educational product and the classes taught. Finally, we analyzed and compared all graphic statistics and concluded a good performance in the teaching and learning process of the teacher with the help of complementary material. This result was also satisfactory due to daily observations during the application and due to the evolution of these students' interest in Physics.