Análise conjunta do binômio ensino-aprendizagem da termodinâmica.

Abstract

It is well known that grasping the basic concepts of thermodynamics has been one of the major difficulties faced by students throughout their academic life, whether in high school, technical, as well as university courses. The subject is considered by students as one of the most complex of the curriculum, requiring additional efforts and therefore requiring efficient teaching strategies as well as modifications of their teaching methodologies used in the classroom, which allows significant advances in learning. of the students. Such modifications have as main objective to facilitate the learning of thermodynamics, whose proposed contents should link the theoretical classes with the student's daily life, thus enabling more enjoyable and interesting classes. Thus, the main objective of this work is to analyze and evaluate the difficulties of the relationship between the teaching-learning thermodynamics binomial, found by students about the concepts associated with everyday optics. To analyze these difficulties, a strategy that considers the strength correlations between the binomial was proposed by a series of questions about the thermodynamics related to the daily life of students of different degrees of academic maturity and applied in different educational institutions. Once the essential information was captured, the data were organized and analyzed using qualitative and quantitative methods and were treated from the statistical point of view. The evaluation of the results indicates and confirms the difficulties and the low performance in the teaching-learning of thermodynamics in relation to its contents, not only regarding its theoretical and practical content, but also in its motivational aspect. There is also a clear dichotomy related to the thermodynamics and the students' daily life, verifying a poor performance of the researched groups where, in general, the results may differ among them, due to the academic requirements of each research institution. Thus, the students 'education is insufficient for the corresponding academic degree, regarding the basic thermodynamic contents associated with the students' experience. Therefore it is essential and indispensable that students in educational institutions acquire more meaningful and solid content about the basic concepts of thermodynamics, so that they can identify and correlate the facts of their daily lives that are associated with the scientific knowledge exposed in the classroom. However, it is necessary that the teacher during his classes guides his students in the guideline of knowledge, meaningful learning, so that, when the academic goes through the whole process of school and university education, he is not an immature citizen, uncritical, with undesirable gaps in their academic background.