Temperatura, calor e suas incompreensões conceituais: uma abordagem problematizadora

Abstract

Several works in Physics Education, whether in Elementary, Higher or textbooks report misunderstandings about the concepts of Temperature and Heat. Conversion of scales and everyday examples involving variations of temperatura do not require a complex mathematical formalism. So, we believe that to teach the diferences between Temperature and Heat in elementary school can promote a better future understanding of subjects involving Thermometry and Thermodynamics. In addition, due to the pandemic, different thermometers have been part of the daily lives of students in stores, supermarkets and even at school. Thus, we established as research question how to work the concepts of Heat and Temperature from everyday situations linked to the experimental approach, in order to favor the understanding of these concepts in Basic Education Physics classes. To answer this question, this work involved the planning and implementation of a teaching and learning sequence on the topic of Temperature and Heat with 9th grade students from a private school. As teaching methodology, the three pedagogical moments of Delizoicov (2005) were adopted, emphasizing na inquiry-based approach developed during four meetings. We used simple experiments and texts based on historical aspects as inquiries activities. At the end, for the application of knowledge, students estimated a problem related to the current pandemic, in order to highlight how knowledge about Science is important in everyday decision-making. Despite the low participation due to the limitations resulting from the hybrid teaching, it was found that the students were interested in the proposed activities and understood the differences between the concepts. Thus, it can be concluded that the didactic sequence can serve as a guide for other teachers who work in Elementary School, making, of course, the appropriate adjustments to each school reality.