Ondas sonoras no ensino médio: construção de uma sequência didática e análise conceitual dos alunos

Abstract

This work was conceived and built based on the systematization of 5 lessons directed to two classes of students of the 2nd grade of the high school of the public school, located in the city of São Mateus, Espírito Santo state, Brazil, in the year 2019. After the classes we applied a test involving sound waves in order to verify knowledge and, if necessary, promote changes that would make the use of the material possible by other physics teachers in high school. We seek to follow, in the theoretical structuring of the didactic sequence, as general lines of what the Ausubel's Learning Theory advocates. In Ausubel's perspective, in synthesis, the most important is the knowledge that students already bring with them about what will be taught; this prior knowledge would be the starting point for teacher planning. We followed the alternative path in the search for this knowledge through the literature that records the spontaneous conceptions (Common Reasoning or Alternative Conceptions) of students involving sound waves. The didactic sequence has activities that involve more general content, including the use of some virtual simulators and simple experiments, passing to the conceptual specificities about sound waves. In the analysis phase of the answers given to the test, with the help of elements of the content analysis proposed by Bardin, we verified traces of conceptual evolution, despite the presence of a certain resistance to conceptual changes in some points. Such analysis also allowed us to consolidate the applicability of the didactic sequence, named in this text as an educational product, as feasible, despite some difficulties and specificities and make some new adaptations in it.