Verificação do princípio da conservação da energia mecânica através de um kit experimental produzido com materiais de baixo custo

Abstract

The importance of the study of Classical Mechanics in the classroom emerges from the frequency in which these concepts are present in various phenomena and types of everyday language. With more than a decade of experience teaching Physics classes to first year high school students, it was observed that besides the lack of interest in learning, most students have difficulties related to the definition and understanding of concepts involving Mechanical Energy. Although complex, the content responsible for describing macroscopic movements of nature is essential for understanding physical phenomena and the development in social and technological areas. However, the content is usually worked in a quantitative way, with the substitution of numbers in equations previously defined. Without making a theoretical analysis from the students' previous knowledge, the programmatic content becomes abstract and distant from the students' reality, not being learned in a clear and objective way. Given this scenario, I felt instigated and challenged to propose a differentiated didactic sequence to bring suggestions about the content from the methodologies of Ausubel (Meaningful Learning - AS) and Delizoicov and Angotti (The Three Pedagogical Moments - 3MP). The activities were developed in remotely and investigative way in five classes of Technical courses in Electrotechnics, Computing and Logistics, integrated to the High School of the Federal Institute of Mato Grosso - Primavera do Leste Campus. The main objective of the presented and tested proposal is to evaluate the efficacy of the product as to the improvement in the identification and comprehension of the forms of energy relating them to everyday life and to verify the validity of the Principle of its conservation in ideal systems and with friction, using three didactic experiments produced with low cost materials. The results obtained were verified during the development of theoretical and practical activities, as well as with the pre-test and post-test questionnaires. It was verified that besides potentiating a better understanding of the concepts of Mechanical Energy and its conservation, this proposal can also contribute in a positive way to the interactions of the teacher-student relationship, since most students participated in the activities described in the didactic sequence.