A percepção de estudantes do ensino médio sobre práticas experimentais no ensino de física

Abstract

This study aims to analyze how experimental classes influence students' motivation, interest, and perception regarding the discipline of Physics in High School. The research is based on the premise that experimental activities, by allowing the practical experience of theoretical concepts, favor active learning and promote more significant learning. The study was conducted through qualitative research with high school students from a public school in Belo Jardim – Pernambuco. The results indicate that students recognize experimental classes as relevant for understanding the content and for increasing motivation and engagement. However, it was found that these activities occur infrequently and are generally used in a demonstrative manner, limiting their investigative potential and the promotion of meaningful learning. The main difficulties identified relate to a lack of infrastructure, materials, and time, while suggestions focus on expanding experimental practices with the use of alternative materials and interdisciplinarity. It is concluded that experimental classes have a positive impact on physics teaching, but require better conditions and pedagogical planning to maximize their formative effects.