Ensino do centro de massa por meio de ciclos de modelagem de atividades experimentais

Abstract

In this work, we present some conceptions and the modeling cycles of authors such as: Rodney Carlos Bassanezi, Dionísio Burak, Maria Salete Biembengut, Jonei Cerqueira Barbosa, Werle de Almeida and Adilson Oliveira. The use of modeling combined with the teaching of Physics can streamline classes and enhance student learning. We also present the psychologist David P. Ausubel's theory of significant learning, which proposes theoretical explanations for the learning process, in which students' prior knowledge has to be valued so that they build mental structures that can allow new discoveries with other knowledge, thus characterizing solid and dynamic learning. The work aims to verify in what sense the applications of modeling cycles in experimental activities can promote the learning of the concept of center of mass, center of gravity, center of mass of a particle system. Therefore, the work is divided into moments: In the first, five modeling cycles were characterized, from which students should choose only one of them to be effectively applied in understanding the experiments. In the second, the application of the modeling cycle to students was exemplified through an experiment deliberately chosen by the teacher. In the third, the understanding of the modeling cycle was deepened through experiments freely chosen by students. Finally, in the fourth moment, there was a collaborative socialization of doubts about the concept of center of mass. The main emphasis of this work was in the deepening of the modeling cycle in experiments freely chosen by the students, giving an answer with their understanding of what was explained about modeling and each team in socialization making the best two presentations regarding the experimental activities. The theory of meaningful learning is of great importance, for the school context, as it takes into account the history that the student has learned and highlights the role of the teacher in the organization of situations that benefit learning.