Ensino por investigação : estudo da vazão de fluido na lateral de um cilindro aplicado ao ensino médio

Abstract

The research focuses on Inquiry-Based Teaching, a didactic approach where an activity is applied with a problem situation that students need to investigate. They formulate hypotheses, seek arguments to resolve the problem. The aim is to develop and implement an educational product consisting of an Investigative Teaching Sequence (ITS), aiming to help students develop investigative activities to promote knowledge, with the assistance of scientific modeling. The motivation for this research lies in the study of Hydrodynamics since this topic can be widely discussed in high school Physics teaching. Given the research's focus on experimentation, students were exposed to an experimental problem situation to formulate hypotheses and test them in the laboratory, relating the content to find solutions. Qualitative methodology was applied to understand the students' reality, analyzing the knowledge they constructed, from their prior knowledge to the conclusion of the ITS. The application of the ITS was conducted through five meetings with 19 students in a first-year high school class. Data collection was obtained through questionnaires, audio and video recordings, aiming to compare conceptual learning on the topic worked on. The students' involvement and participation in the ITS were noticeable, validating the application of the educational product as a didactic material with the potential to develop the teaching and learning of Physics, specifically for the content of Hydrodynamics, to be applied in high school. It is expected that the Educational Product can be widely applied, and more students have Physics classes with the Inquiry-Based Teaching didactic approach.