A aprendizagem cooperativa no Ensino de Física: Um estudo de caso com professores de educação básica do Estado do Ceará

Abstract

The goal of this study was to investigate how teachers from three public schools in the state of Ceará use the methodology of cooperative learning in physics classes, in view of the consolidation of this teaching methodology in the several areas of knowledge. For this work we have adopted the qualitative research approach and the "case study" from Robert Stake's perspective. The research includes three studies: Study I, diagnosis of national academic production about the methodology of cooperative learning in Physics Teaching, Study II, observation of the practice and listening to physics teachers of regular high school from three public schools in the state of Ceará regarding the possibilities and difficulties in using the methodology of cooperative learning in physics teaching. The analyzes were made based on the theoretical framework of Bardin content analysis. Study III, elaboration, application and evaluation of a pedagogical proposal of teaching on the laws of thermodynamics based on the methodological supposed of cooperative learning in a school, with one of the teachers participating in the secund study. This study have with objective to contribute to the continuing training of one of the teachers who participated in Study II, with a purpose to the use of cooperative strategies as a way to stimulate the creation of moments for discussion and knowledge construction by students. The results of the first study showed that the national academic production focused on the Physics component is still incipient, only twelve publications were identified, the first being in 2013, in relation to the second study, the analyzes revealed although teachers knowledge some strategies of the cooperative methodology, they dedicate most of their pedagogical time to the activities supported by the exposed method. Even when planning so-called cooperative activities, cell work is characterized as group activity. As for the results of the second study, it was possible to show that the methodology of cooperative learning successfully fits the curriculum component Physics, by fostering the active participation of students during classes enhances the conceptual construction. Finally, we hope that this research can contribute to future investigations about the subject in view of the challenges and demands that are presented in the current educational context, as well as its innovative and challenging character for the teaching of Physics.