Learning kinematics graphics using videoanalysis and peer instruction methodology

Abstract

The interpretation of graphs can be considered an integrating ability in everyday life, whereas several areas of knowledge use data and information represented in the form of graphs. Because of the difficulties presented in the reading of graphs by the students is proposed in this work a didactic sequence that uses the video analysis associated to the methodology peer instruction know as “aprendizagem por pares” in Portuguese (MÜLLER, 2017). The didactic sequence was organized in five stages, which were necessary ten lessons. The didactic sequence could be an alternative of experimentation for schools that do not have didactic laboratory. The methodology was evaluated by applying the conceptual test TUG-K v4.0 as a pre-test and as a post-test. The obtained results were analyzed with the purpose of measuring the Hake’s gain, and thus make a qualitative and quantitative treatment of the data. The results obtained by the Hake’s gain show that students exposed to the methodology of the present work presented a similar gain that Mazur (2015) expects from students submitted to the traditional lessons. Despite this, the proposal allows students to gain more space as protagonists of the teaching and learning process opens the door to experimentation in environments devoid of didactic laboratories.