Desenvolvimento de uma sequência didática sobre equilíbrio de forças como material de apoio para professores e alunos do ensino médio

Abstract

This research aims to develop and analyze a didactic sequence for teaching the concept of force equilibrium in high school, grounded in David Ausubel’s Meaningful Learning Theory and in the contributions of Marco Antônio Moreira, articulated with Antoni Zabala’s proposal of didactic sequences. The study is characterized as applied research, with a qualitative approach and an action-research nature, conducted with high school students from the full-time public school Escola Estadual de Tempo Integral Dr. César Cals. The proposed didactic sequence was structured into five lessons, including stages of prior knowledge assessment, problematization, conceptual development, and evaluation, using both real and virtual experimental activities as well as mediated discussions. Data collection was carried out through pre-tests and post-tests, in addition to observations during the implementation. The results show significant progress in students’ understanding of the concepts of force, vectors, and equilibrium, especially in overcoming alternative conceptions related to common sense. It was observed that the integration of real and virtual experimental activities favored meaningful learning, in accordance with Ausubelian assumptions. However, difficulties remain in aspects involving greater mathematical formalization, indicating the need for complementary strategies. It is concluded that the proposed didactic sequence constitutes an effective pedagogical resource, contributing to the improvement of Physics teaching and teaching practice.