| dc.description.abstract | In this thesis are presented the results from an educational research realized to test the
didactic strategy of Directed Research and its effectiveness to favour in high-school
students the acquisition of the scientific concepts of Heat, Temperature, and Heat
Transmission, as well as, scientific learning.
For that, we designed learning activities for the quoted themes founded in: the training axis
of the IEMSDF Educational Project; the teaching and learning model known as Directed
Research; and in the results from diagnosis assessment of the thematic contents of Heat,
Temperature and Heat transmission.
The educational research was made during the 2010-2011-A semester with 26 first-cyclehigh-
school students from the IEMSDF (pre university education System) that attended the
subject of Physics I. The students were divided in two groups, the first performed the task
as the experimental group, where the Directed Research was applied and the second was
the control group, and the teacher that steered this part of the students was asked to develop
the course in a traditional way.
This research was evaluated by a test applied before and after developing the mentioned
topics with the didactic strategy. The test is an adaptation of an assessment instrument
approved in the educational research of Silveira & Moreira (1996) to detect conceptual
mistakes in the proposed themes.
The result of the analysis shows that the Directed Research is a good method for the
teaching of Heat, Temperature, and Heat Transmission themes due to the fact that it favours
the construction and comprehension of these concepts of Physics starting from proposed
problems and it helps to the development of high-school student’s capability to express
orally explanations and arguments to solve the Physics problems treated in the school
context as well as in the daily life. | |
