Ensino de física por projeto: o estudo de termologia em sala de aula favorecendo a alfabetização científica

Abstract

We consider that one of the major problems in education is related to the curricular structures adopted by most schools, which is organized into disciplines and fragments knowledge instead of integrating it. Day-by-day situations are complicated and require much knowledge. Therefore, to focus specifically on each area of expertise, classroom practices end up exploring modeled situations, which are not fully comprehended by students. We observed that the analysis of problems related to the students’ daily life is one of the ways to solve this issue. Knowing the proposal of physics-learning through projects from a problematized situation, we observed that the proposal meets our considerations. However, the proposal was thought to be developed outside the classroom. We wondered how viable it is to develop such method in class, identifying its whole potential to be fit in the interdisciplinary and investigative learning process, besides comprising the content set forth by school plans, in a meaningful way. Thus, this work presents the results we obtained when implementing the project methodology in two classrooms of the second year of high school in a public institution of Lavras-MG. Respecting the teacher’s annual plan, we worked on thermal physics concepts for two months, by trying to answer the question: Why is Earth the only planet in the Solar System that makes it possible for humans to exist? In the description of the learning process, we highlight the possibility to encompass the content in a more meaningful way, with the active participation of the students, which favors their scientific learning.