Energias e fontes de energia em uma perspectiva de sequência de ensino por investigação

Abstract

This article aimed to evaluate the construction of the concepts of the curricular content of physics: energy, forms of energy, conservation and transformation of energy, using a didactic sequence that involves an inquiry-based approach to science teaching. The development of the work was carried out with a class of the first year of high school at the Escola de Referência em Ensino Fundamental e Ensino Medivalente de Abreu e Lima - EREFEMEPAL, located in the center of the municipality of Abreu e Lima PE. The didactic sequence was divided into three stages of investigative activities. In step 1, we identified the students' previous knowledge on the energy theme and built an initial concept of energy, using debates on problems and journalistic text, as well as encouraging the student's protagonist role in the construction of his own knowledge, through research and presentation of works on the types of energy and their concepts. In step 2, we developed with the students investigative activities “the mechanical equivalents of heat”, in which we work on the transformation and conservation of kinetic, potential and thermal energy. And in stage 3, the students presented a sample of what was experienced in the stages of the pedagogical sequence, to the other classes of the first year. This exhibition was held during the area knowledge fair, an event that took place at the school at the end of the third semester. At the end, to evaluate the scope of the objectives, a subjective questionnaire was applied individually and the observation of the pedagogical sample was carried out. After the development of the didactic sequence, we evidenced the contribution of science teaching by investigation in the construction of the concept of energy and in the understanding of the phenomena of transformation and conservation of energy, as well as the active and dynamic participation of the students in the classes. The work also promoted the expansion of scientific knowledge and allowed students to encourage a critical, creative and investigative spirit and to provide teachers with a different teaching experience from their previous pedagogical practices.