STUDY OF A UEPS ON ELECTRIC ENERGY TRANSFORMATION, USING JOULE EFFECT, PELTIER EFFECT AND ELECTROMAGNETIC INDUCTION.

Abstract

The present work aimed to verify the pedagogical potential developed an educational proposal from a Potentially Significant Teaching Unit – PSTU, on electrical energy transformations using the Joule effect, electromagnetic induction and the Peltier effect, in two classes of the third grade of High School, in the face-to-face classroom format. The PSTU was developed through experimental practices involving these effects and calculations of the energy balance. Based on Ausubel's Theory of Meaningful Learning, focusing on Science, Technology and Society – STS. A qualitative research methodology was adopted and for data collection, questionnaires were used to survey the students' previous knowledge, which, at the end of the activities, were applied again in order to identify a possible integrative reconciliation about the content. Concept maps, reports of practical classes and the resolution of the initial and final problem-situation were also used. The results show that students' interest in the discipline increased, as well as changes in the mistaken view of some students who did not see any sense in studying Physics. Such students began to visualize it in their daily lives and affirm the importance of studying it. In this way, many evidences of significant learning were obtained in the PSTU application classes, mainly from the conceptual maps, which showed an awareness of students in relation to the conscious use of natural resources.