Uma proposta para o ensino de lançamento oblíquo no ensino médio

Abstract

This article presents a proposal for a Teaching and Learning Sequence (TLS) aimed at teaching the concepts of projectile motion in high school, developed in response to the recurring difficulties students face in understanding abstract content in Physics. The proposal combines multiple pedagogical strategies, integrating theoretical lessons, computer simulations, laboratory experiments, and hands-on activities involving the construction and launch of rockets made from recycled materials. The theoretical foundation is based on David Ausubel’s (2003) Theory of Meaningful Learning, which emphasizes the relationship between students’ prior knowledge and the new content to be learned. The intervention was designed according to elements of Design-Based Research (DBR), as discussed by Kneubil and Pietrocola (2017), and was implemented with undergraduate Physics students participating in the Institutional Scholarship Program for Teaching Initiation (PIBID) at a public institution located in the countryside of Pernambuco, Brazil. Divided into two groups, participants engaged in a didactic sequence that incorporated elements of gamification through the Quizizz platform, the use of computer-based simulators, experiments with a projectile launcher in a structured laboratory, and the construction and launch of rockets using alternative materials. The results revealed increased student engagement, improved understanding of the concepts addressed, and a more concrete connection between theory and practice. The experience reinforces the potential of diverse pedagogical approaches in presenting content and assessing learning, contributing to a more contextualized, engaging, and meaningful Physics education for high school students.