Teaching Physics in Primary School – Problematization as a basis for experimental activities

Abstract

This work presents preliminary results of an investigation about the use of experimental activities, from problematization, in physics classes to primary school students. It is proposed initially a reflection about how experimental activities based on solving problems can contribute to the teaching of sciences from a broader perspective. Based on this reflection, three experimental activities are proposed, starting from problem situations, where are presented concepts of Physics involved in the siphon effect, in the shadows formation and the rigid body equilibrium, directed to Elementary School. The proposal of the activities aims to explore conceptual, social interaction, epistemological and relationship with daily life dimensions present in didactic approaches based on inquiry-science teaching. In an empirical essay, we present some results of a didactic action. The construction of data from discursive interactions was used as a methodological reference, and content analysis was used as a data analysis tool. In the analysis of the results, recorded episodes were verified with the production of small texts and pictorial representations (drawings) made by the students.