Experimentação Investigativa no Ensino de Magnetismo

Abstract

This research was conducted for the growth and learning of students regarding magnetism content, through the construction of knowledge based on experiences and fundamental concepts. This knowledge will serve as a basis for deepening more advanced and complex understanding of the topic, by means of a didactic sequence aimed at using investigative experimentation as a tool for the teaching and learning of magnetism. The research employed a qualitative approach, including: a preliminary survey for students; expository-dialogic classes; and experimental activities with low-cost materials. The target audience consisted of students from two 3rd-year high school classes at the State School João Vieira, a public institution in Coari/AM, Brazil. The application of the didactic sequence involved six classes using an investigative approach. Afterwards, evaluative activities were carried out to verify learning and the contributions of the educational product. The evaluation was conducted in the form of a discussion circle where students could describe their positive and negative points, as well as their perspectives on investigative experimentation. The results of this research showed that the use of investigative experimentation contributed to students' active participation in classes. It was found that the Didactic Sequences significantly contributed to student learning and to the improvement of physics teaching, offering teachers a study guide to be used in their classes and students an opportunity to learn physics in a more dynamic, diversified, and contextualized way, overcoming difficulties and developing the necessary competencies and skills for their academic success and their comprehensive development.