Atividades didáticas experimentais de física no contexto de ensino remoto na educação de jovens adultos integrada à educação profissional

Abstract

In this work, we propose to investigate the feasibility of implementing a set of Experimental Didactic Activities (EDA) for Teaching Physics in the context of Remote Teaching of classes of the Technical Course in Electromechanics integrated into High School in the form of Education for Young People and Adults in Professional Education and Technology at the Industrial Technical College of Santa Maria. The research problem originated from a pandemic context of Remote Teaching; the importance of using experimental activities in Physics Teaching and students scientific literacy; and the scientific conception of Educational Design Research (EDR), which seeks to propose theoretically oriented solutions to teaching-learning problems arising from real and therefore complex contexts. The Physics EDA planned and implemented used experiments aimed at identifying physical phenomena and their associated conceptual, procedural and attitudinal contents. The implementation system comprised the following steps: (1) sending didactic experiment scripts to students; (2) period of execution of the experiment by students (asynchronous moment); (3) delivery of images, videos, observations and conclusions from each experiment; and (4) class discussion (synchronous moment). Therefore, the elements taken into consideration for the analysis in this research were: student participation; the material produced (images, videos, written and oral reports); the discussions held in the synchronous meeting; and the opinion questionnaire. From the analysis we can infer, mainly, that it is possible to think, plan and implement activities that take into account the reality of students, including their family and professional environment; the conceptual contents of the discipline; the importance and status of the discipline in the context of the course; the resources available for its development; the profile of each class and the level of autonomy of the students and the complexity of the experiments. Furthermore, it was possible to address to a greater or lesser extent the conceptual, procedural and/or attitudinal origin contents of Sciences. However, the major obstacle to the implementation of ADE was the context of Remote Education, since sharing activities, such as those developed, require guidance of actions and guidance of students’ reflections in observing the phenomenon and in the consequent construction of the new knowledge, which gives scientific meaning to observable phenomena. Further highlighting the importance of the teacher’s role as mediator of the students’ learning process. Finally, the results also showed that this teaching work does not end with this research and ADE has the potential to be reapplied through restructuring in other contexts and modalities.