Proposta de sequência didática para o ensino de ondas: uma abordagem teórico-experimental

Abstract

This paper is set by elaboration and implementation of an educational product in a technical degree course in Dourados-MS city. Two research questions guided the study and give meaning as reference for mounting a Didactic Sequential built in six moments involving investigative activities, both of them propitiated the concepts learning of sound and electromagnetic waves, by expositive classes and doing Investigative Experimental Activities (IEA), focused on mounting and exploration of electrical circuits. At first gone identify the previous knowledges of the students about waves, in the second moment was worked the theory of electromagnetic waves, so as the setting-up of the problem and also the hypothesis registry. In the third moment the students done the first IEA meaning to answer the problem question of the previous moment, in the fourth moment were done the exploration of the theory of sound waves, as well the doing of second problem question, and hypothesis registry. In the fifth moment the students developed the second IEA with the wave generator electrical circuit for trying to answer the problem question done in the moment before, and in the sixth moment, the last one, and the students done write report and presented as a seminary. All these activities were worked in a totalized 24 class time, being each moment of 4 class time. Many resources were used for resulted collect, as audio record, movie, and questionnaires application, hypothesis registry and written reports doing by the students. These data were analyzed in three stages, were the first one presents the activities done in each moment with details, the second one does the contextualization of spoken records in audios and movies, and the third is the analysis of answer gotten with the questionnaire, the registered hypothesis, and written reports. With this, were able to conclude that the Didactic Sequential and the wave generator electrical circuit contributed in a positive way for the students’ concepts evolution.