Uma introdução dos conceitos básicos de energia mecânica na transformação de energia renovável

Abstract

This work is an action-research in which a Didactic Sequence (DS) was proposed for the work in the class of the 2nd Grade of High School, in the training itinerary Renewable Energies and Energy Efficiency, the class under study had 27 students enrolled, however only 15 participated in all stages of SD. With the change that occurred in High School, there was a need to create differentiated mechanisms for the contents to be worked on in the classroom, making the student more autonomous in the search for knowledge. The theoretical basis that underlies the work is David Ausubel's Theory of Meaningful Learning (SAD), approached in this work from the point of view of Marco Antônio Moreira. Thus, DS makes use of Active Methodologies, such as Tailor-Made Teaching, which always seeks to identify students' difficulties in advance for the preparation of the next class, and Peer Instruction, where students interact with their peers, consolidating their knowledge. To teach contents of Mechanical Energy and Renewable Energies, in accordance with the syllabus of the discipline Physics and Energy Matrices, the SD was organized so that during the process the student also has access to other tools such as applications, educational games and experiments that make the class more dynamic. All the activities carried out during the DS were subject to analysis, however there is a pre and post-test with questions of the same content so that it is possible to have a basis for comparison of the students' evolution. The results, even if sometimes not expected, will always be the basis for improving DS in future applications.