Aprendizagem significativa através de ensino por Investigação na construção e aplicação de capacitor a alta Tensão e de balança de corrente em campo magnético

Abstract

The objective of this master's thesis is to present the use of two low-cost experiments: A High Voltage Capacitor and a Balance of Electric Current in a Magnetic Field, as pedagogical tools that have reproducibility, are ludic and potentially meaningful, applied within a didactic sequence of teaching by research aiming to facilitate meaningful learning. As the theoretical basis for the construction, application and analysis of the results, we use Ausubel’s meaningful learning theory, the methodology of application of physics teaching with experimental problems and some theoretical references on low cost experimental activities in science education. We applied the product in three different educational contexts. In a class of the undergraduate of the Teacher formation course on Mathematics and Physics of the Universidade Federal do Oeste do Pará, where through interviews with focus groups, we verified that most these academics would reproduce the experiment of the capacitor in their future pedagogical activities. With a high school class from a public school located in the urban area of Santarém where students, through a survey, stated that they liked the experiment of the capacitor. Also with a rural teaching group of the Sistema de Organização Modular de Ensino (SOME) in a community situated on the banks of the Amazon River in a region of lowland where, through the analysis of written reports of students and a questionnaire applied before and after, we can perceive evidences of meaningful learning of the concepts of electric charge, electrification processes, electrostatic force, electric field, magnetic field, electromagnetic force and electric current. This research demonstrates that the educational product has good reproducibility, is ludic and has the potentiality to be meaningful, and can be worked within the methodology of teaching by research as a facilitator of teaching and learning process.