Construção de mini-estufas como ferramentas de aprendizagem dos conceitos de calor e temperatura no ensino de Física no ensino médio

Abstract

In this work, the object of research was the construction of an educational product whose purpose is to contribute to the significant learning of the physical concepts of heat and temperature. The educational product consisted in the construction of two mini greenhouses, one covered by aluminum foil having inside the earth, and another one covered by mirror plates, containing water, in order to simulate situations similar to that of the planet Earth, so that it was possible to analyze the absorption of temperature in each of them. The proposition of this work arose from the difficulty that the students demonstrate in the assimilation of the physical concepts of heat and temperature. In view of the need to adopt more efficient alternatives and methods for learning to take place in a meaningful way, it was essential to understand the theories of Significant Learning and Significant Critical Learning, by David Ausubel (1983) and Marco Antônio Moreira (1999) respectively. To develop this research, were chosen the students of the Second Year "A" of the High School of the Albert Einstein State School in the municipality of Guarantã do Norte-MT, to apply the educational product. As a methodological procedure, these students initially answered a diagnostic questionnaire applied before the application of the educational product, a procedure characterized as a pre-test, and after the presentation of the concepts of heat and temperature with the use of the educational product in the post-test. The theory of meaningful learning points out that it is fundamental to interact between the new information and the one that the student has already possessed and defines this interaction as a subsumption concept. The results of the two moments, pre- and post-test, analyzed, collated and discussed in light of the theory chosen to base this work. After reading and discussing the data, noticed that the educational product, based on the theories of Ausubel (1983) and Moreira (1999), is effective for meaningful learning in physics teaching. The comparison of the graphs and table elaborated with the results concerning the correct answers, the pre-test and the post-test, left clear the advance on the understanding of the concepts, before and after the application of the product. In addition to the physical concepts cited, this educational product allowed students to understand other concepts such as current, voltage and power. The use and manipulation of devices, such as ammeter, voltmeter and thermo regulator, potentiated not only the concepts proposed in this work, but also allowed the understanding of ultraviolet and infrared radiation and the transformation of electric energy into thermal, as well as global warming and greenhouse effect .