An experimental and technological proposal from the Vygotsky perspective for physical education

Abstract

This referred paper has some concrete objectives: to verify which are the necessary characteristics to give a didactic sequence that favors the study of the perfect gases and the thermodynamics first law through the mediation of the instruments and signs, the promotion of motivation, enrollment and imitation through the use of an accessible learning language, as much in the oral expression as in the writing, factors which are anchored in Vygotsky’s theory. The methodological approach was qualitative, the research method employed was a cut-off from the case study and for the data collection instruments were used as direct observations during the time of the classes and the questionnaires. Concerned with favoring the passage of constructed content from the interpersonal to the intrapersonal, the student-student and student-teacher social interaction was constantly encouraged, impelling an exchange of information. In this way, students worked in groups, developing practices mediated by the use of inexpensive experimental instruments, and then explaining it to other colleagues using a language close to the scientific one. There was also the practice of virtual activities involving technological dialogue, permeated by the presence of signs. As a result, it can be seen that the student-student dialogue has potentiated the reconstruction of concepts. The use of imitation was shown to be very profitable, provided by the language that started from the same student level, a fact that was corroborated by the active participation in the proposed activities and the discussions, besides the numbers of correct answers from the questionnaires presented to the students.