Abstract
The research is part of science teaching, whose objective is to bring teaching approaches that allow an active participation of the student, allowing the students’ alternative conceptions to be valued, enabling the student to build his/her own knowledge. The research is part of David Ausubel’s theoretical assumptions and was developed in a Mozambican school with 9th grade students. The work emerges as a way to bring alternatives to the traditional method of teaching physics predominantly to the whole world. Two classes of 101 students were submitted to a questionnaire elaborated by the researcher in order to identify the alternative conceptions of the students in the concepts of heat and temperature. Then they were submitted to a didactic intervention on the concepts of heat and temperature using the active methodology in the experimental and traditional class in the control class, at the end a post-test was applied. The results show that the strategy used in the experimental class allowed greater participation of students during classes and also noticed a substantial improvement in the formulation of heat and temperature concepts, having significantly reduced alternative conceptions about these concepts.
Highlights
In 1963, the first Inter-American conference on the teaching of physics was held, in which Richard Feynman, an American physicist and winner of the 1965 Nobel Prize in Physics, was already very pessimistic about the education of physics teaching anywhere (PEREIRA, 2010)
This section describes the environment in which the classes were developed in the experimental class, where we sought to develop an active teaching and learning methodology based on experimental activities
The activity allowed the students to conclude that the direction of spontaneous heat transfer is from the body with higher temperature to the body with lower temperature, this transfer to when the two bodies reach the same temperature, that is, the thermal balance
Summary
In 1963, the first Inter-American conference on the teaching of physics was held, in which Richard Feynman, an American physicist and winner of the 1965 Nobel Prize in Physics, was already very pessimistic about the education of physics teaching anywhere (PEREIRA, 2010). According to Barroso; Rubini and Siva (2018, p.2) “in the period between the 1970s and 1990s, researchers in physics teaching realized the need to understand what students brought as cultural and conceptual baggage so that they could develop learning processes in Physics” This movement allowed a significant step in the development of research in the area of science education. Active methodologies for teaching and learning physics: Case study of the formulation of heat and temperature concepts previous knowledge or alternative conceptions of the student in learning new concepts, with some assuming that they should be replaced with scientific concepts and others defending their accommodation. Active methodologies for teaching and learning physics: Case study of the formulation of heat and temperature concepts and in winter is very low. The Author hopes that with this research he will make his contribution to the approach of physics classes using active methodologies, where the student is autonomous and author of the construction of scientific knowledge
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