Abordagem contemporânea da mecânica no ensino médio

Abstract

In the present work it is presents a Contemporary Approach Physics for High School. For the construction of this approach, starting point was the hypothesis from what for the development of a scientific culture in the students it is necessary to establish the humanistic dimension and the investigative dimension in the classroom. These dimensions include of contents under the approaches historical-philosophical, social, experimental and technological. Based on these assumptions, It was elaborate a planning didactic planning that, to be structured based on the approach developed in this work, it was called Contemporary Mechanics Approach. For the structuring of this educational planning were consulted seven journals of teaching area of physics and education in science. The search held in publications of 2009 to 2012 selected 56 articles, where at least one dimension of Contemporary Physics approach was developed in the classroom. The analysis of these articles, it was observed that the works were carried out at different levels of education and different contents. From the information obtained by reading the articles selected, it was structured the didactic planning deployed to students the first year of high school. During the application of lessons, They were developed with the students ten activities, where six were performed in the classroom and four were published on the site FISQUIM. The analysis of the activities performed by students and diary excerpts class produced by teacher and author of this thesis, stands out that the contents related to mechanics allow a contemporary approach and these narratives in the daily lesson provide information to the reflection of teaching practice. Similarly, data analysis allowed to infer the site FISQUIM expanded dialogue between teacher and students. How implications for teaching practice, the Contemporary Approach Mechanics demonstrated that, even with the own conditions of school routine, a approach that values the contextualizing and research contributes to the formative process of the student