A teoria dos ciclos de Kelly aplicada ao ensino de física: uma alternativa didática viável

Abstract

The cognitive theory proposed by George Kelly assumes that a person achieves learning when they alter their cognitive structure to better understand their experiences. In this sense, the Kelly Experience Cycle is like the scientific method. In this study, the objective was to investigate the use of the Kelly Experience Cycle in the process of teaching and learning physics for the high school level. For this, bibliographical research was carried out to know the use of the teaching methodology based on the Kelly Experience Cycle. First, an analysis of the physics teaching panorama was performed with the aid of text mining and later the integrative literature review, with the search for studies published between 2010 and 2022 in the SciELO databases; Capes Journals; and Google Scholar. The overview analysis showed that publications on Physics Teaching are more focused on teacher training than on the development of methodologies based on experimentation. On the other hand, for the use of the Kelly Experience Cycle, the low number of productions (five) may be related to the fact that many studies approach experimentation, but do not use a cognitive theory to structure the learning process. Thus, it is concluded that it is a tendency to use experimentation in Physics Teaching and that it was feasible to structure this methodology in the five phases of the Kelly Experimentation Cycle for the planning, elaboration, and application of experimental physics activities for high school students.