ANALISYS OF A TEACHING-LEARNING SEQUENCE BASED IN ACTIVE LEARNING TO TEACHING STATIC

Abstract

The physics teaching in basic education has prioritized learning based on automation or memorization, when in fact the construction of knowledge through student protagonism should be valued. This work aims to analyze a Teaching-Learning Sequence (TLS) based on the use of active learning, to promote the teaching of rigid bodies statics. The pedagogical theoretical framework was supported by the Meaningful Learning Theory, which helped in the construction of materials and in the use of strategies that led to potentially meaningful learning.  The Revised Bloom Taxonomy Table was used in the teaching-learning sequence to classify the learning objectives and questions used in the pre- and post-test. The methodological path adopted at TLS was based on the integrated use of the Just-in-Time Teaching (JiTT) and Peer Instruction (PI) methods, followed by the resolution of Context Rich Problems (CRP). The TLS was structured in five face-to-face meetings and applied in four classes of the first year of the school, which were divided into a control group and three experimental groups, being collected data referring to pre and post-tests and problem solving throughout the TLS. After analyzing the results, it was observed that the groups that participated in the TLS presented a better level of formalization in the answers when compared to the control group. The TLS proved to be essential to awaken criticality and curiosity in students in the knowledge construction process.