Proposta do Ensino de Energia Elétrica no contexto da Unidade de Ensino Potencialmente Significativa (UEPS)

Abstract

Electric Energy is an indispensable subject in high school in the discipline of Physics, allowing developments and contextualizations that include various relevant content. Aiming to awaken the student as an active and responsible citizen in society, the approach of the theme of electric energy in the Physics discipline was developed by two Potentially Significant Teaching Units (UEPS). This research was qualitative and exploratory and describes the construction and development of two didactic sequences that follow the suggests provided for in Theory of Critical Meaningful Learning, combining pre-test and post-test questionnaire and various activities with third year high school students. General Eurico Gaspar Dutra State School, from Virmond-PR. The proposed activities were related to electrodynamic content and provided actions and reflections, theories and practices, pedagogical visit, study of Phet simulators, concept maps, among others. Recognizing that students have a good level of prior knowledge, consistent with the needs for developing the predicted sequence, in addition to the physics content, students were motivated and sensitized on socio-environmental issues. As a result of this intervention, there was the construction of two models, one of wind farmx and another hydroelectric plant, finalizing the study of energy; which were chosen to represent the school at the 1st Technology and Creative Learning Meeting, organized by the Laranjeiras do Sul Nucleus on November 2019. The proposal was successful by evidence of meaningful learning, ability to explain, argue and solve problem situations and also in building concept maps. After working in the classroom, that we seek a critical significant learning, we obtained a proposal for physics teachers, which meets the suggestions of the official documents and the student's need to face the limits that school education presents.