Sequência didática na física escolar: rádio de galena e o ensino de ondas e eletromagnetismo

Abstract

Today, almost all young people use telecommunications on a daily basis, but they do not know the basic principles that allowed the media to advance. On the other hand, the teaching of Physics / Sciences, through the problematization of situations that are significant to the students, so that the learned knowledge has relation with the reality of the same, can favor the learning of specific contents and the formation of citizens capable of articulate and employ scientific knowledge in their daily lives. In this perspective, a didactic sequence was elaborated based on the generating equipment "the radio of Galena". The implementation took place in a class of 23 students from the 3rd year of high school in the year 2016 and 26 students in 2017, in a public school in the region of Alto Paranaíba, Minas Gerais, were held practical classes, simulations, activities in groups and individuals addressing classical contents of High School Physics. In the course of the tasks were also requested activities of application / contextualization of the knowledge developed in each class. The developed didactic sequence modified the routine of the physics classes in the school with changes in the students' behavior in the classroom, from passive to active. This reflects the possibility that physics / science teachers can use a variety of resources, ranging from the use of technology to simple equipment, available even in public schools, to modify the teaching that maintains the molds in which the most common results are students discouraged because they can not establish a connection between practiced teaching and the reality in which they live. The work carried out, accompanied by the research, provides evidence that the teacher can manage his class based on reality and, even so, approach classical contents of Physics in a way that is relevant to the students, which reflects not only in an improvement in the quality of teaching practiced , but in meaningful learning.