Atividade lúdicas em ensino de física: construção de um briquedo de baixo custo para a aprendizagem de mecânica
Data
2019
Autores
Yoshimura, Márcio Tomotoshi Sayama 
Orientadores
Testoni, Leonardo André
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho de dissertação tem como objetivo investigar vestígios de
aprendizagem de ciências, em especial, a mecânica no 5o ano do ensino
fundamental. A fundamentação teórica esta baseada no estudos de Vygotsky e
em suas colaborações para a interpretação do desenvolvimento humano, a
partir das relações estabelecidas com o meio, pelo processo histórico-cultural.
Deste desenvolvimento, enfatizamos a zona de desenvolvimento proximal
(ZDP) e em especial a interação entre pares, quando os alunos foram
colocados diante de uma situação problema. Eles responderam a um préquestionário para aferir o nível de conhecimento de mecânica daquele
momento. Nem todas as perguntas foram bem esclarecidas e, para nos auxiliar,
os alunos propuseram que fizéssemos algum experimento. Desta ideia,
confeccionamos um brinquedo. Eles participaram de todas as fases da
montagem e, depois, puderam manusear o brinquedo livremente e por fim, de
modo mais orientado. Desta experiência, foi possível notar a interação entre
eles e o brinquedo e também entre os próprios estudantes. Ao término da
experiência, os alunos conversaram com o pesquisador sobre suas impressões
e responderam a um novo questionário. Um ano depois, retornamos o contato
com estes alunos para verificar elementos de retenção da aprendizagem de
mecânica, a partir da experiência da construção e manuseio do brinquedo.
This work of dissertation aims to verify traces of learning science teaching in particular, mechanics in the 5th year of elementary school. The theoretical foundation is based on the studies of Vygotsky and its collaborations for the interpretation of the human development from the relations established with the environment by the historical-cultural process. From this development we emphasize the zone of proximal development (ZPD) and especially peer interaction. The students were placed in a problem situation. They ended up answering a pre-questionnaire that would gauge the level of mechanical knowledge of that moment. Not all the questions were cleared up and to help us the students proposed that we do some experimentation. From this idea we made a toy. They participated in all phases of the toy assembly. Then they could handle the toy freely and finally in a more oriented way. From this experience it was possible to note the interaction between them and the toy and also between them. At the end of the experiment the students talked to the researcher about their impressions and answered a new questionnaire. A year later we returned to the contact with these students to see if there had been any traces of learning mechanics from the experience of toy construction and handling.
This work of dissertation aims to verify traces of learning science teaching in particular, mechanics in the 5th year of elementary school. The theoretical foundation is based on the studies of Vygotsky and its collaborations for the interpretation of the human development from the relations established with the environment by the historical-cultural process. From this development we emphasize the zone of proximal development (ZPD) and especially peer interaction. The students were placed in a problem situation. They ended up answering a pre-questionnaire that would gauge the level of mechanical knowledge of that moment. Not all the questions were cleared up and to help us the students proposed that we do some experimentation. From this idea we made a toy. They participated in all phases of the toy assembly. Then they could handle the toy freely and finally in a more oriented way. From this experience it was possible to note the interaction between them and the toy and also between them. At the end of the experiment the students talked to the researcher about their impressions and answered a new questionnaire. A year later we returned to the contact with these students to see if there had been any traces of learning mechanics from the experience of toy construction and handling.
Descrição
Citação
YOSHIMURA, Márcio Tomotoshi Sayama. Atividades lúdicas em ensino de física: construção de um brinquedo de baixo custo para a aprendizagem de mecânica. 2019. 117 f. Dissertação (Mestrado) – Departamento de Ciêncais Exatas e da Terra, Universidade Federal de São Paulo, São Paulo, 2019.