Energia eólica: contribuições de uma sequência didática para o ensino de física

Abstract

Physics teaching in high school faces challenges related to the abstraction of concepts and the difficulty of engaging students. In this context, this search proposes the construction and application of a didactic sequence based on the theme of wind energy, aiming to make learning more meaningful and contextualized. The methodology used involved experimental activities, exploration of physical concepts applied to wind turbines and discussions about the environmental and social impacts of this technology. The didactic sequence was applied to third-year high school students, using assessment instruments before and after the intervention to analyze its effectiveness. The results indicated an improvement in the understanding of the concepts addressed, in addition to the development of critical thinking and active participation of students in the learning process. It is concluded that the use of structured didactic sequences can be an effective tool to make Physics teaching more accessible and engaging, contributing to a more solid scientific education.