As ilhas interdisciplinares de racionalidade: uma abordagem metodológica para o ensino de física no médio.

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.