Física forense na educação básica: uma proposta baseada na alfabetização científica
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Data
2019
Autores
Souza, Éder Júnior de [UNIFESP]
Orientadores
Testoni, Leonardo André [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
As páginas que se seguem contêm um estudo de caso qualitativo
realizado com alunos do último ano do ensino fundamental de um colégio
particular da cidade de São Paulo. A pesquisa desenvolvida buscou investigar
o potencial das ciências forenses enquanto estratégia didática, tendo em vista
o interesse do público jovem por séries e filmes, que retratam o trabalho de
policiais e cientistas forenses. Dado esse potencial, o trabalho em apreciação
enfoca a utilização de elementos de física forense para o ensino de física, mais
precisamente para o ensino de conceitos de mecânica newtoniana. Com essa
perspectiva, apresenta-se, neste trabalho, uma proposta de utilização de física
forense para o ensino do princípio da conservação da quantidade de
movimento e leis do movimento e analisa-se os resultados obtidos a partir da
implementação da proposta. Fundamentada em princípios construtivistas de
ensino e tendo em vista que a física forense possui o potencial de engajar os
participantes em propostas investigativas, pensamos a atividade de forma a
inserir os alunos em um ambiente de discussões e de resolução de problemas,
buscando identificar alguma evolução argumentativa por parte dos alunos, bem
como indícios do desenvolvimento do processo de alfabetização científica em
sala de aula. Os dados coletados a partir de questionários e gravações das
aulas evidenciam resultados favoráveis quanto à aprendizagem dos conceitos
científicos mencionados anteriormente e sugerem ainda que a aproximação
entre as ciências forenses e a sala de aula pode ser benéfica ao processo de
ensino e aprendizagem dos alunos, auxiliando no desenvolvimento da
capacidade argumentativa e colaborando com o desenvolvimento do processo
de alfabetização científica dos discentes.
The following pages contain a qualitative case study carried out with seniors of elementary school from a private school in the city of São Paulo. The research developed sought to investigate the potential of the forensic sciences as a didactic strategy, taking into account the interest of young audiences by series and films, which portray the work of police and forensic scientists. Given this potential, this work focuses on the use of elements of forensic physics for the teaching of physics, more precisely for the teaching of concepts of Newtonian mechanics. With this perspective, we present, in this work, a proposal for the use of forensic physics to teach the principle of the conservation of movement quantity and laws of motion and analyze the results obtained from the implementation of the proposal. Based on constructivist principles of teaching and considering that forensic physics has the potential to engage the participants in research proposals, we think the activity in order to insert students in an environment of discussions and problem solving, seeking to identify some argumentative evolution as well as evidence of the development of the process of scientific literacy in the classroom. The data collected from questionnaires and class recordings show favorable results regarding the learning of the scientific concepts mentioned above and also suggest that the approximation between the forensic sciences and the classroom can be beneficial to the teaching and learning process of the students, helping in the development of the argumentative capacity and collaborating with the development of the process of scientific literacy of the students.
The following pages contain a qualitative case study carried out with seniors of elementary school from a private school in the city of São Paulo. The research developed sought to investigate the potential of the forensic sciences as a didactic strategy, taking into account the interest of young audiences by series and films, which portray the work of police and forensic scientists. Given this potential, this work focuses on the use of elements of forensic physics for the teaching of physics, more precisely for the teaching of concepts of Newtonian mechanics. With this perspective, we present, in this work, a proposal for the use of forensic physics to teach the principle of the conservation of movement quantity and laws of motion and analyze the results obtained from the implementation of the proposal. Based on constructivist principles of teaching and considering that forensic physics has the potential to engage the participants in research proposals, we think the activity in order to insert students in an environment of discussions and problem solving, seeking to identify some argumentative evolution as well as evidence of the development of the process of scientific literacy in the classroom. The data collected from questionnaires and class recordings show favorable results regarding the learning of the scientific concepts mentioned above and also suggest that the approximation between the forensic sciences and the classroom can be beneficial to the teaching and learning process of the students, helping in the development of the argumentative capacity and collaborating with the development of the process of scientific literacy of the students.