O Ensino de Ciências por investigação e a aprendizagem significativa de conceitos da física no ensino fundamental

Abstract

Inquiry-Based Science Teaching (EnCI) is an approach that encourages student autonomy and protagonism, in addition to contributing to effective learning. This research aimed to investigate how the EnCI can help in the promotion of Meaningful Learning of basic concepts of Physics in fundamental education in the final years. Meaningful Learning is the central concept of David Ausubel's theory that has been developed in Brazil by Marco Antonio Moreira. This work is divided into five chapters: the first aimed to analyze the contributions of the EnCI applied to the teaching-learning process of Physics content for Basic Education students through a systematic review of the literature based on searches on the Google platform Scholar and the Capes Catalog of Theses and Dissertations; the second chapter aimed to analyze the contributions of Significant Learning to the teaching of physics in Brazil, for this purpose, a literature review was carried out on the Google Scholar platform; the third aimed to present the development and construction of five didactic method planned (SEIs) composing the Educational Product; the fourth aimed to report experiences arising from the development and application of an SEI with the theme “Human activities and climate change in focus” developed with students of the 9th grade of Elementary School of a CEPI in Anápolis- Goiás ; and the fifth, aimed to share the experiences of applying a SEI with the theme “Electric Energy Generators” developed with students of the 8th and 9th grade of Elementary School of a CEPI in Anápolis-Goiás. Based on the systematic review of the literature, carried out in Chapter 1, it is clear that different approaches are necessary in Basic Education for a significant formation of the student, in addition, there are few works with an investigative approach applied to Teaching Physics in Elementary Education in Education Basic. Based on the literature review, in Chapter 2, David Ausubel's Meaningful Learning is a possibility for the formation of critical and reflective students. In Chapter 3, the SEIs were built with the theme of Climate Change due to its controversial, complex and interdisciplinary nature; it was noticed, with the application of two SEIs, according to Chapters 4 and 5, that the students showed signs of construction and meaning of Physics concepts, and development of critical/reflective thinking.