Cultura maker no ensino de Física: análise quantitativa de uma sequência didática no EEMTI Liceu do Conjunto Ceará

Abstract

There is a clear difficulty in physics among high school students in Brazilian basic education. From this perspective, data-driven research indicates unsatisfactory results by high school students in physics on large-scale assessments over the last two decades. Accordingly, this work proposes a quantitative analysis of a teaching sequence addressing maker culture to evaluate the impact of an active methodology on the teaching and learning of physics at the EEMTI Liceu do Conjunto Ceara public school. The teaching sequence connects traditional lectures with practical activities, based on experimentation that stimulates creativity, critical thinking, and student autonomy in the learning process. Furthermore, this work addressed two topics in which high school students performed inadequately on large-scale assessments related to the conversion of units of physical quantities and uniform rectilinear motion. Moreover, the assessments used in this work enabled a quantitative analysis of student performance before and after the implementation of the teaching sequence, evaluating the impact of maker culture-based classes on the learning of public school students. Finally, the pedagogical qualities and limitations of applying a teaching sequence based on the active methodology of maker culture in physics teaching were analyzed at the EEMTI Liceu do Conjunto Ceara public school.