BEZERRA, J. S.; http://lattes.cnpq.br/1934774171960665; BEZERRA, Juliano de Sousa.
Abstract:
The work on screen originated from an application of the Interdisciplinary Island of
Rationality (IIR) developed during Supervised Internship III of the
Physics - Degree from the Federal University of Campina Grande (UFCG). During
this curriculum component we apply the methodology mentioned which generated the problem
“How the IIR methodology applied in public schools
does it contribute to learning the concepts of physics in high school? THE
From then on we decided to conduct a research with the general objective of analyzing the
advances made by high school students from the public school of
Cajazeiras - PB, which participated in the construction and development of an IIR.
To do this, we chose a third year high school room with
approximately 27 students from a public school of the State Network of
education of the city of Cajazeiras-PB. We applied a questionnaire
semistructured approach to scientific (thermodynamic)
were to be studied, with the aim of identifying how much, in that
At the moment, the students were able to explain with the knowledge they had
about certain physical knowledge, then we build and execute
(researchers and students) an IIR (with the theme “a good coffee”), for this,
we follow the construction and execution steps commented by Nehring
(2000) and
Alves (2004), we take due care over time to
while developing the IIR we analyzed through a study of
the students' postures, and we did a qualitative analysis. In the end of
methodology, we applied the questionnaire again and compared using
graphs (constructed from the answers of the two questionnaires) the progress that
the students had the ability to solve questions. It fits here
We state that at no time were the students informed that the
final questionnaire would be the same as the first. So we could build frames where
we present, through qualitative discussions, the students' reactions
each step of the methodology, as well as the possible challenges that the
teacher wishing to develop such work may find.
We also set up graphs where we show the quantitative increase in
ability to solve the problems of the applied questionnaire.