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As conceções alternativas e a mudança conceptual no ensino da Física-Mecânica: alunos com dificuldades de aprendizagem a frequentar o 9º ano numa escola do Concelho do Funchal
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Advisor(s)
Abstract(s)
Várias investigações têm demonstrado que os alunos, antes do ensino formal, geralmente assimilam noções de forma errada, circunstância que deriva de diversas fontes do meio onde estão inseridos, razão pela qual se torna objetivamente necessário que o professor tenha a perceção dessa realidade para que tais noções sejam substituídas pelas corretas. Com efeito, tem-se constatado que as conceções alternativas, particularmente no ensino da Mecânica (Física), são frequentes e difíceis de alterar através do ensino tradicional, inclusive nos professores que lecionam esta disciplina.
O presente estudo tem como objetivo principal verificar se de facto acontece a mudança conceptual correta (aprendizagem) dos conteúdos da Física (Mecânica) em alunos a frequentar o 9º ano de escolaridade numa escola dos 2º e 3º Ciclos do Ensino Básico no Concelho do Funchal e que apresentavam problemas de aprendizagem, assim como, perceber quais são os conhecimentos prévios dos referidos alunos.
As questões problemáticas apresentadas foram quatro, com enfoque em fenómenos naturais do dia-a-dia, designadamente: o livro, as esferas, a moeda e a nave espacial. De referir que todos estes exemplos relativos ao movimento dos corpos têm por base a explicação nas leis de Newton.
Foi utilizada uma metodologia qualitativa, com recurso à entrevista não estruturada, com questões abertas e em profundidade. A entrevista foi aplicada em dois momentos distintos, antes do ensino formal e depois do ensino formal.
Os nossos resultados levam-nos a perceber que um melhor conhecimento das conceções alternativas, permitirá aos professores descobrir estratégias de aprendizagem eficazes para todos os alunos, inclusive os alunos com Necessidades Educativas Especiais (NEE) para uma mudança conceptual cientificamente correta e uma Educação Inclusiva, considerando a vertente da Educação Especial no ensino da Ciência.
Several investigations have shown that students before the formal teaching assimilate notions usually wrongly, that circumstance derived from various sources from the environment where they live, which is why it becomes objectively necessary that the teacher has the perception of this reality that such notions are replaced by correct. Indeed, it has been found that Alternate conceptions, particularly in the teaching of Mechanics (Physics) are common and difficult to change through traditional teaching, including the teachers who teach this course. The main aim of the present study is to attest if the correct Conceptual Change (learning) of the contents of Physics (Mechanics) happens in students attending the 9th grade in a school in Funchal, students that reveal learning problems after the constructivist teaching strategies applied by the teacher, as well as to become aware of the previous knowledge of those students. The problematic issues presented to students were four in number, with a focus on natural phenomena of the day-to-day, that is to say: the book, the balls, the currency and the spacecraft. Notice that these examples are all related to the moving bodies having as an explanation the Newton's Laws. Roughly speaking, the study contended with an updated and guided by a literature research theoretical framework. The empirical study, in turn, was based on a qualitative methodology, using the unstructured interview with open-ended and in-depth questions. The interview was administered at two different times (before and after the formal education) on students, individually. It is our belief that a better understanding of the alternative conceptions allow teachers to find effective learning strategies for all students (including students with SEN- Special Educational Needs) for a scientifically correct conceptual change and Inclusive Education considering the aspect of Special Education in science education.
Several investigations have shown that students before the formal teaching assimilate notions usually wrongly, that circumstance derived from various sources from the environment where they live, which is why it becomes objectively necessary that the teacher has the perception of this reality that such notions are replaced by correct. Indeed, it has been found that Alternate conceptions, particularly in the teaching of Mechanics (Physics) are common and difficult to change through traditional teaching, including the teachers who teach this course. The main aim of the present study is to attest if the correct Conceptual Change (learning) of the contents of Physics (Mechanics) happens in students attending the 9th grade in a school in Funchal, students that reveal learning problems after the constructivist teaching strategies applied by the teacher, as well as to become aware of the previous knowledge of those students. The problematic issues presented to students were four in number, with a focus on natural phenomena of the day-to-day, that is to say: the book, the balls, the currency and the spacecraft. Notice that these examples are all related to the moving bodies having as an explanation the Newton's Laws. Roughly speaking, the study contended with an updated and guided by a literature research theoretical framework. The empirical study, in turn, was based on a qualitative methodology, using the unstructured interview with open-ended and in-depth questions. The interview was administered at two different times (before and after the formal education) on students, individually. It is our belief that a better understanding of the alternative conceptions allow teachers to find effective learning strategies for all students (including students with SEN- Special Educational Needs) for a scientifically correct conceptual change and Inclusive Education considering the aspect of Special Education in science education.
Description
Keywords
Conceções Alternativas Mudança Conceptual Mecânica Alternative Conceptions Conceptual Change Mechanics