Unidades de ensino potencialmente significativas no processo de ensino-aprendizagem de física na educação básica : aspectos cognitivos e emocionais

Abstract

Stemming from a quest to investigate the relationship between emotional and cognitive aspects of learning, this dissertation aims to discuss and analyze didactic strategies aimed at developing meaningful learning of physics concepts in primary school students, linkingcognitive and emotional processes. The first chapter deals with the theoretical pillars of the work, the subsequent two are systematic reviews of the literature, and the last two focus on the design, development and results of two Potentially Meaningful Teaching Units (PMTUS) worked on in basic education with 5 classes, totaling 125 students. The first chapter shows thatbringing meaningful learning and emotional intelligence closer together can help develop more critical and reflective beings. The second and third chapters show, respectively, that there is little work involving meaningful learning with emotional aspects, and meaningful learning with emotional intelligence. The fourth chapter deals with a PMTUS on the subject of electricity that was applied to a third-grade high school class (n= 72 students). And the last chapter presents a PMTUS on atomic models, as well as activities to develop emotional intelligence, which was developed with a ninth-grade class (n= 53 students). The last chapter concludes that the objectives of the PMTUS were achieved by the majority of the students,and in order to arrive at solid results on the association between the development of emotional intelligence and cognitive aspects, more time is needed, as well as further research. The appendix I presents the educational product that was built in this dissertation based on the selected theoretical framework. The product has been validated in a real teaching context, as presented in chapters 4 and 5, and it is hoped that it will be used by other teachers in different realities.