Abordagem investigativa para a aprendizagem significativa de fenômenos elementares da eletrostática, no terceiro ano do ensino médio

Abstract

The absence of stimuli to develop the cognitive capacity of high school students in the physics discipline results in the low achievement. In order to propose a strategy that stimulates students, this study aimed to evaluate the contribution of experimental activity in teaching by investigation, as a facilitating strategy for the significant learning of elementary phenomena of electrostatic, in the third year of high school of a high school in Itacoatiara, Amazonas. The research was carried out at the Deputado Vital de Mendonça State School in Itacoatiara, Amazonas. It was applied to two classes of the third year of high school, one control and one participant. For the control class were applied a previous questionnaire, theoretical class and final questionnaire. For the participant class were applied the previous questionnaire, theoretical class, investigative activity and final questionnaire. Questionnaire results were used to assess students' learning. A total of 60 students participated in these activities. Based on the results, it was verified that the control class had a decay in the performance between the prior and final questionnaires (53.4% and 35.2% respectively), while, in the participating class, the students had a correct performance of 37. 4% and 64,6% respectively. This demonstrates a significant improvement in learning. Therefore, experimental activities with an investigative character were important for the development and overall performance of students. Thus, the use of investigative activity in the teaching of elementary phenomena of electrostatics has contributed to the significant learning of the students targeted by this study