OLIVEIRA, M. A.; http://lattes.cnpq.br/9201866825222177; OLIVEIRA, Magna Abrantes de.
Résumé:
It has been debated about the nature and purpose of the work performed in the
didactic laboratories in the last years. When experimental practical classes are used
only for demonstration of phenomenon or for confirming theories through obtaining
data, do not achieve the desired effect. This way, students hasn’t taught to think and
their ideas are not considered. In this scenario, investigative experimentation is
presented as an alternative that aims to enhance the learning process in practical
cla sses, developing in students the Scientific Literacy and the ability to solve
problems by raising and testing hypotheses. Therefore, it is necessary to allow
students to realize and evaluate their own investigations, giving them autonomy. For
this reason, some professionals use the experimental classes to demonstrate, the
relevance of this tool for the construction of scientific knowledge, evidencing the
importance of relating theory and practice in order to develop scientific research
skills. Thus, the pre sent article objectives to investigate the degree of freedom that
experimental practical classes developed in Basic Education can provide students, in
order to enhance the construction of knowledge in Physics Teaching. This
investigation was realized throu gh the application of questionnaire and systematic
observation in a class of the 3rd of High school in the Integral School of Elementary
and High school Júlio Sarmento, located in the town of Sousa / PB, from September
to October in 2019. The results of re search indicated that the experimental practices
observed were limited to the manipulation of materials and proof of laws and physical
concepts, that not contributing to the insertion of the student in the process of
Scientific Literacy. We hope that this Course Conclusion article can bring benefits to
teachers and students, stimulating a reflection on experimental practices performed
in Physics Teaching.
