A resolução de problemas como estratégia didática para a compreensão de conceitos de Física no Ensino Médio

Abstract

Commonly Physics classes in high education are seen by students as boring and unrelated to their daily lives, given the conventional methodology, the traditional approach, which still pervades the current teaching and lesson plans prepared by the teacher. Most of the time, teaching plans merge their schedules between discussion classes of content and problem- solving classes, however, Troubleshooting is understood by most teachers, as the resolution of mere mechanical exercise and it has the objective of exemplification of the content or as student learning tests, this way, it is not always that kind of activities shows up an effective strategy for teaching and learning concepts worked. These activities should enable the integration and full participation of the student in the resolution process, allowing the students to be the authors of their actions and the generating hypotheses. In this context, our research has as objective to verify the capability of using the Troubleshooting Activity as a strategy for building the mechanical concepts, more specifically, those related to Newton's laws, for a problem-based approach. Supported by the theory of Conceptual Fields of Gerard Vergnaud we intend to support the concept by arising idea of this theory, which are components of the theory of the concept, the mathematical formulation and its implementation. The process will take place from solving three problems, one using an experimental problem situation, the second using a trouble situation structured from an image, and other problem known as "trouble type" of "paper and pencil". In this way, we intend to offer to the physics teacher of high education, a proposal for intervention that addresses concepts from Troubleshooting Activities, allowing the creativity of the teacher to adapt and rework problems and eliminate the understanding of resolutions purely mathematical and meaningless by the students.