Ensino da Física através da investigação científica: aprendizagem significativa e a educametria como suporte

Abstract

This undergraduate thesis addresses innovative pedagogical strategies in physics education, focusing on two second-year high school classes in a regular state school in Ceará, Brazil. The research aims to explore educational methods that promote meaningful learning, considering the specific characteristics of the students and the school context.The study begins with the observation of the perceived disconnection by students regarding traditional physics, highlighting the need for approaches that connect scientific concepts to everyday reality. Meaningful learning, according to Ausubel’s theory, is presented as a methodological foundation, emphasizing the importance of relating new knowledge to students’ prior knowledge. The research encompasses the analysis of pedagogical strategies, including the incorporation of information and communication technologies, low-cost practical experiments, videos, and other tools. The studied population comprises two second-year high school classes, allowing for a more specific analysis of the impact of these strategies in a particular educational environment. Educametrics is explored as an analytical tool to understand the educational process, using statistical analysis and psychometrics. Data cataloging is highlighted as a crucial element for managing extensive educational information, providing a logical structure and highlighting relationships between variables. The research results aim to contribute to the continuous improvement of pedagogical practices, integrating educational theories, statistical analysis, educametrics, and technology, considering the specific context of the classes.