This dissertation presents the development and implementation of an interactive simulatorcalled Free Mirrors, created using the Unity platform, with the aim of improving the teachingof geometrical optics, particularly the study of images formed by plane and spherical mirrors.The research sought to analyze how virtual experimentation can contribute to students’ concep-tual understanding and strengthen active methodologies in Physics education. The methodolog-ical approach combined qualitative and quantitative techniques, including diagnostic question-naires, observation, and comparative analysis of pre- and post-intervention performance. Theresults showed that the use of the simulator fostered greater engagement, autonomy, and under-standing of optical phenomena, while encouraging collaborative and investigative learning. Theeducational product developed is free, user-friendly, and adaptable to various contexts, servingas a pedagogical tool for schools lacking physical laboratories. It is concluded that the integra-tion of technological resources with effective teaching mediation enhances the learning of ab-stract Physics concepts and promotes a more participatory and contextualized scientific educa-tion.

This educational product was developed with the goal of using robotics as a tool in the teaching of Physics, intending for teachers to have one more technology at their disposal to further enhance their classes, making them more dynamic and interactive, and encouraging students to be more active through the proposed experiments. The didactic sequence was designed using Piaget's theory of content assimilation, where students had to undergo a test to measure their understanding of the Physics content covered prior to the application of the experiments. Afterwards, they participated in the experiments to gain knowledge and then completed another questionnaire to assess their learning. In this work, two robotics experiments were applied: one involving horizontal launch and the other concerning pulley coupling. This product was implemented in three high school Physics classes as follows: in the first class, only the theory on the subjects in question was taught; in the second, a summarized theory was taught integrated with the respective robotics experiments; and in the third class, only the robotics experiments were conducted without the theoretical application. It was observed in the end that the approach using only theory yielded the best results. However, the results also demonstrated a learning gain using the horizontal launch and pulley association experiments as pedagogical tools that provided a practical approach to teaching these contents, highlighting that learning can become more meaningful when theory is integrated with experimentation.

This study develops an educational product in the form of a didactic animation to teach the types of collisions in Physics (elastic, inelastic, and perfectly inelastic). The objective is to optimize teachers' time in high school and facilitate the understanding of complex concepts, connecting them to practical situations, such as traffic accidents, within the time constraints of public education. The method used was the creation of an animation that seeks to engage students in a visual and interactive way, employing educational technologies and active methodologies. The animation was developed based on the author's experience as a Physics teacher, aiming to overcome challenges such as student disinterest and the difficulty of linking theoretical concepts to everyday situations. The results indicated that the use of the animation facilitated the understanding of collision concepts, sparking greater interest in the subject. The research also revealed that integrating theory and practice by connecting content to everyday life strengthened students' learning and promoted reflection on traffic safety. In conclusion, the animation was effective in optimizing teaching time, but the study pointed out the need to adjust the presentation pace and combine animations with other traditional pedagogical strategies. Furthermore, the expansion of the project to cover other Physics topics is suggested, as well as the implementation of a digital platform to broaden access and educational impact.

Rural education provides unique experiences with different meanings. It should serve as an instrument for social transformation and understanding of the learner about the world and your experience. The curricular component of Physics it is of significant importance, since many things developed in the field have physical explanations and are present in the daily life of the student. In this sense, the objective of the present dissertation was the elaboration and application of a didactic sequence on Newton's Laws based on the theory of meaningful learning proposed by David Ausubel. The educational product was developed in the form of a didactic sequence and applied to students in the ninth year of elementary school at the Escola Polo Municipal de Ensino Fundamental Neuza de Oliveira Bravin. The application of the educational product involved three distinct phases, the first for an initial diagnosis, the second for the elaboration and application of the didactic sequence, through the accomplishment of experiments with the students, and the third and last phase for the final analysis and evaluation with student participation. The structuring of the research in the classroom sought subsidies for educators interested in applying the teaching methodology on Newton's Laws in the classroom, focusing on the education of/in the field aiming at a significant learning of the students. The result of this research has generated results, such as the availability of a didactic material (educational product) that can be used by other rural education teachers, thus making the teaching of Physics more attractive and understandable to students.

In the search to prove theories based on observations, the practice of experimental activities dates back to the beginning of history. With the emergence of universities, the close relationship between theory and practice in the most diverse areas of science became evident. With regard to the teaching of Physics in basic education, for many decades emphasis was placed on memorizing mathematical formulas to the detriment of concepts and examples of what is experienced on a daily basis, a fact that may have led students to demotivation and lack of interest in studies related to natural sciences. Fortunately, some teachers are changing their conceptions about teaching Physics, starting to implement strategies that provide students with greater interest in the topics covered in the classroom. In this context, the present work proposes the elaboration and use of a new pedagogical tool that helps the teaching of physics on topics related to the theme “electricity” for high school students, called “Console for Electrical Experiments, with Measuring Instruments and Source”. The educational product was applied to students in the third year of high school at the Escola Estadual de Ensino Fundamental e Médio Professor José Francisco dos Santos, located in Ji-Paraná, Rondônia, in the year 2022. The students who participated in the activities were divided into randomly, in three groups of 34 students: T1, T2 and T3. The T1 group represented the students who did not participate in any form of teaching about the content during the application of the project. T2 consisted of the group of students who only had access to three expository theoretical classes on the research topic. And T3 represented the group that attended the three theoretical classes and also participated in the experimental classes using the educational product. The experimental classes were guided by interactive dynamics, encouraging student participation, group activities and qualitative assessment. As auxiliary tools in addition to the educational product, an overhead projector and the PHET application were used. Finally, after closing the experimental classes and applying the evaluations, the analysis of the results obtained with the aid of the RStudio statistical software was carried out, which, when comparing the results achieved by each group, demonstrated that there was a relevant difference in the performance of T3 in relation to the other groups, as can be seen in detail in chapter 4. It is considered premature to state that the use of the educational product was the main responsible for the good results obtained, since the application of the project was restricted to a few students and included only one school, however it can be inferred that the results are encouraging and that they point to the need to continue with this project so that a more assertive conclusion can be reached.

This paper discusses a didactic sequence using the practice of sports as a reference for the understanding of concepts involving Mechanical Energy. The sequence was introduced in six steps, distributed over eleven classes of physics, with first year high school students of the private school Educar de forma remota, using Google Meet. Initially the basic concepts of kinetic and potential energy were introduced through the PowerPoint program. In the next step the students made observations of the applicability of kinetic energy, potential energy and gravitational potential energy in images of the execution of sports, namely, pole vault, long jump, volleyball touch ball and basketball hoop throw, taken from articles available on Google, with their respective sources cited. Step three included the use of two videos that show the basketball throw and the soccer ball kick, both making use of numbers. Concluding the process of the stages of the didactic sequence, the PhET simulator was used as a means of interacting students with the transformations and conservation of energy involved in a system with a proposed activity. As a way of discussing the results, the students made concept maps where they expressed the way in which they understood the concepts of mechanical energy and answered an opinion questionnaire about the extent of their learning

Physics is a highly important discipline as it explains many phenomena in our world. However, in high school, students often perceive classes as overly theoretical and uninspiring, filled with formulas and disconnected from their daily lives. Additionally, many students struggle with mathematics and logical reasoning, further complicating the learning of Physics. The lack of resources and physical infrastructure in schools also limits the execution of practical experiments, which could make teaching more effective and engaging. To address these challenges, research has explored the use of digital games and simulators in Physics education. This study aimed to develop an educational product for third-year high school students, focusing on electrical circuits and their components. Digital games, a board game, and practical activities with simulators were employed. The research, based on Vygotsky's learning theories, was conducted in a public school. The results indicate that this approach was wellreceived by students, who reported improvements in learning and interest in the content. Therefore, this work suggests that the use of games and simulators can be an effective alternative in high school Physics education, helping students better understand the concepts and become more engaged in the subject.

As science evolves, the teaching-learning process, mainly in physics, challenges the teacher to develop strategies with non-traditional methodologies that facilitate the understanding of the contents by the students. So in this work, an educational product was developed - a handout containing an experimental script that aims to improve and encourage learning about waves and electromagnetism. The implementation of the product was carried out through experimental classes, the students were able to relate previous knowledge with new concepts, interacting with each other, mediated by the teacher, during the assembly of a portable pocket AM/FM mini radio kit and in the installation of a galena radio, one of the simplest and oldest AM radio receiver circuits ever built. The application was divided into five stages and had the participation of a group of third year students from the State Elementary and hight School Carlos Drummond de Andrade, in Cacoal city, RO. The comparison between the results of questionnaire 1 – assessment of prior knowledge about waves and electromagnetism and the results of questionnaire 2 – assessment of learning about waves and electromagnetism after application of the product, showed a positive performance in understanding the contents covered. Finally, the results of the opinion questionnaire - evaluation of the research project in the students' perception confirmed the good acceptance of the methodology adopted and that the use of experimental practices is effective for a more meaningful learning in Physics.

Practically everything around us can be explained by physics, which, in itself, makes it a subject of great importance and with great potential to awaken students' interest; however, when entering high school, the classes are, for the most part, excessively theoretical and unattractive, with a large amount of formulas and without many links that relate the content seen in the classroom to the students' daily lives. Besides, in the Federal Educational System, there is another challenge: the number of hours of the physics subject for third year students is reduced by half, from 80 hours in the first and second year to 40 hours. In this context, the main objective of this research is the development of a didactic proposal that involves the rescue of previous knowledge, use of experimental activities, simulators and other technological resources for the study of electrodynamics. For the development of this work, theoretical and conceptual information was gathered through bibliographic research focused on the proposed theme. Among the available theories, for the development of this work we made use of the Meaningful Learning Theory of David Ausubel, which describes how the individual learns as new knowledge is incorporated into their cognitive structures. The classes took place remotely due to the COVID-19 pandemic, but can be adapted to face-to-face teaching. The third year high school students were divided into two classes (group A and group B) with 28 students each. With group A the didactic sequence proposed in this work was applied, and with group B the method usually used by the teacher was followed. For group A, the teaching proposal consisted of eight classes taught via Google Meet. It was observed with the accomplishment of this work that the application of the teaching proposal favored the teaching-learning process of the students, as well as, made possible the conclusion of the subject (electrodynamics) in a smaller number of classes, in comparison with the students of group B. It is observed the need for other works that guide the structuring of pedagogical practices in order to improve the teaching-learning process of Physics.

O presente trabalho aborda experimentos na área de cinemática e mecânica usando um Smartphone como instrumento de medida. Cada experimento foi desenhado, montado e verificado sua repetibilidade e sua confiabilidade. Após esses passos necessários foram elaborados os roteiros cuja coleção constitui o Produto Educacional. Especificamente foram elaborados experimentos de Movimento Retilíneo Uniformemente variado de um objeto que se desloca sobre um plano inclinado ou de um objeto que está em queda livre, dinâmica dos corpos
usando as leis de Newton, aceleração centrípeta de uma partícula que realiza movimento circular uniforme, Pêndulo Simples, Colisões Elásticas e Colisões Totalmente Inelásticas. No geral a utilização de um smartphone como instrumento de medida torna mais acessível os experimentos de aquisição de dados aos alunos, professores e academia. Assim, os experimentos de física usando um smartphone promovem a participação direta do aluno, observação e aplicação imediata de conceitos físicos. Posteriormente alguns experimentos foram usados na sala de aula de uma escola e aplicou-se a avaliação informal e semiformal como forma de avaliar o progresso do estudante em suas atividades realizadas com aplicação do produto educacional. Os resultados são promissores quando aplicados na forma conjunta de experimentos, novas tecnologias e novas formas de avaliação na aprendizagem do aluno.

Considering the difficulty that Brazilian students face in learning exact sciences, where the overall grade average is always below the minimum required for approval, there arises the need to innovate the teaching and learning processes in the classroom in order to improve student learning. Thus, this research aims to provide a more dynamic and experiential learning opportunity for students. To achieve this, it is important to use didactic resources that facilitate the exchange between the student's daily life and the contents of Physics. Comic books (comics) can contribute to the teaching of physics by creating a friendly and attractive teaching environment for those who need to learn. The project developed a structured comic book on the basics of physics (Gravitational, Electromagnetic and Nuclear Forces), creating three main characters (Isaac, Max, and Maria) who possess superpowers related to the fundamental forces of nature, involving the student in the narrative plot. Titled "Thunder Academy," the story is based on Johnson-Laird's theory of mental models and aims to present a more efficient teaching option for students in the field of Physics. One of the objectives of this research was also to determine whether the creation of mental models through the images and plot of the comic book contributes to learning.

The present century reflects the great technological advance, especially in telecommunications. It is relevant that the digital world through its network connects the world in its different peoples and cultures. Throughout this process, different types of learning are present, such as meaningful learning, in which the importance and essence of prior knowledge is related. Physics content is part of the student's life process, which in turn encompasses a world of digital information in their media, such as computers, tablets and smartphones. With these electronic devices it is possible to study in a very productive way, through texts, audios, videos, among others. This work aims particularly to highlight, in this context, the use of videos in the teaching-learning process. It is about explaining experimental physics classes with the help of video classes, held with students from the second and third grades of public high school. The students held a series of classes with experiments in acoustic physics, including speed of sound, harmonics in tubes and physical properties of sound. The materials used were low-cost, easy to access and are limited to tubes, connections, glass bottles, among others. Through experiments one can make calculations that are faithful to the values of scientific literature. The practices were carried out through video classes made available on digital platforms, which also provided scripts with a list of materials, methods of execution and questionnaires. For material analysis, the questionnaire was used as a research instrument. The evaluation of the application of the educational product indicates that the teaching and learning method was efficient through a statistical analysis and are shown in graphics in the development of the dissertation.

Learning through group work building objects provides physics teaching with an effective and meaningful method, causing some problems in this process to be overcome, such as the lack of didactic material or the students' lack of interest. The present work wants to approach thermology through a didactic sequence of expository classes, with simple experiments, use of simulation, construction of a mental map and finally the construction of a Low Cost Solar Heater (ASBC), to help in the didactic transposition of this content and help to overcome difficulties that students may present in the learning of thermology contents, which is to offer meaning to the contents connecting physics with reality. The work can be used in all grades of elementary school II according to the teacher's planning. The product was developed with students from four 9th grade classes at the State School of Elementary and High School Aluízio Ferreira, in the city of Ji-Paraná / RO, in the morning shift and the proposal was to use theoretical elements in the construction of a heater together with experiments and other tools to teach concepts such as temperature, heat, ways of spreading heat, thermal balance, thermal expansion, and concepts such as environmental awareness about the use of energy resources. In order for there to be learning, it was necessary to take into account what the student already knew, which is a precept of Meaningful Learning by David Ausubel and Joseph Novak. The students were conducted in a learning-by-discovery scenario thanks to didactic experiments, always preceded by theorizing, so the expository classes that were always done in a dialogical way, not making the teacher the center of attention, but only a mediator. In this way, the classroom environment became suitable for the purpose of some calculation. At the end of the lectures, with experiments, simulation and mind map, students were encouraged to organize themselves in groups and start planning the construction of the solar heater, where they were able to promote the progressive differentiation of concepts and integrative reconciliation of new concepts, because they could learn by doing and experimenting. The proposal was able to achieve the objectives, which was to make it understand such concepts, allowing conceptual advancement of students. This measurement was made subjectively, through dialogues with students and presentation of a seminar and objective through the application of a questionnaire after the sequence. The work contributed so that the critical vision of the student was improved because of the discussions about the use of alternative means of energy replacing electrical energy, as well as also improved his autonomy in the teaching-learning process, as they had to build a group prototype , having to overcome barriers such as “group work” and still discuss directions at work. Thus, it is concluded that expository classes associated with practical classes constitute a model that favors the evolution of students.

The proposal of this dissertation, is the development of an extracurricular Didactic Proposal project that meets the need of the 3rd year high school student, who already brings with him knowledge in basic physics, about Relativity, Thermodynamics and Electromagnetic Waves. Applying as learning theory, Paulo Freire's humanism and David Ausubel's significant learning. The objective of this didactic proposal is to transport to the high school classroom, specifically the evolution of physics throughout history, using basic foundations of mathematics and the student’s previous knowledge related to the themes mentioned above, acquired when studying Classical Physics, in the topics relativity of Galileo and Newton, thermodynamics and electromanetic waves presented respectively in the first and second year of high school. Which will serve as prior knowledge in the development of their apprenticeship about the historical evolution of physical concepts. This restriction on matematization will serve as a collaboration with the student's prior knowledge, according to Freire and the significant learning of David Ausubel. The comparison of Classical Physics with Modern Physics, in these particularities, will bring to the student the perception of the evolution of Physics, associating the new concept with subsunçores obtained in the regularity of their classroom. Which will give you a different view of subjects that when presented, seem a different physics, with no connection with the previous one. It is not the purpose of this work to teach the physics of higher education, only to stimulate latent youth curiosity for the fascinating world of science.

I present a proposal for the teaching of Electrodynamics with an investigative view, developed during the second semester of 2018, in a class, with a total of 30 students from the third year of the Escola Estadual Aluízio Ferreira, located in Ji-Paraná, Rondônia (RO). The main purpose of this study is to investigate the learning of conceptual, procedural and attitudinal contents when performing activities in the investigative perspective in physics classes. The methodology and the resources used are based on the theory of research teaching and Ausubel's theory of Meaningful Learning, which has as its starting point the previous knowledge of the student and their role in the construction of their learning. The collected data were processed through theoretical tests and practical classes. We use the answers given to the questions to infer the students' procedural and attitudinal learning. The results indicate strong changes in the attitudes of both students and my attitudes as a teacher-researcher. Students' attitude changes are related to the way they learn, when they question, research and seek hypothesis to solve concrete problems. Also, there were very significant changes related to the techniques, strategies and attitudes used by the students when solving the proposed problems and related to the practice. The result obtained through research-based intervention is impressive to the extent that it strengthens the actions and activities that have been developed and harnesses the potential to help the Meaningful Learning so that students become more participative and focused on the ongoing process of learning.

The cooperation between theater and science is neither new nor uncommon, the opinion that theater can collaborate with education has existed since Aristotle's time, as affirmed by Courtney (1980). In this sense searched with the present work to use the performing arts, more precisely the theater, as an experience for teaching and learning with the purpose of students and teachers assuming the main role in the search for knowledge. For this, the light of the Theory of Evolutionary Instrumentalism proposed by Bruner (1960) was the guide, which considers the learning of any content as something complete and attainable to all, regardless of the stage of life in which they are. Another great ally was Vergnaud's Conceptual Field Theory (1990), boosted by paths of more reciprocity between educators and students, so that both can evolve cognitively. Students in teaching settings are not interested in being supporting actors, but protagonists. And what is the best way to provide opportunities to our students? It is believed that such a solution is immersed in the world of science through the use of methods that instigate to occupy a position of main character, that is, the provider of the action, and not the number of spectators who do not demonstrate the execution and live in total apathy. And what would such an action be like? Perhaps, a partnership between physics and the performing arts! Thus, it was proposed to use the theater in the teaching of physics as a bridge of collaboration in the teaching-learning process, in order to achieve interactivity and the protagonism of teachers and students, instigating discoveries and developing skills in this area of knowledge. The research intended to boost the teaching of physics, and the proposal was based on the construction of plays that bring in their thematic scripts taught in physics classes. The Educational Product resulting from this work was a Didactic Notebook composed of plays with the following subjects of physics: mechanics, electromagnetism and modern physics, and the plays corresponding to these topics, respectively, were: Universal laws: An interview with Sir. Isaac Newton, History of electricity and magnetism, and Special relativity: The twin paradox, themes that were previously selected by the students. It was observed that through the construction of theatrical plays, students could more easily understand the contents of physics worked and developed certain skills, such as: orality, reading, interpretation, disinhibition, tolerance, teamwork, better understanding of the historical events of the physics, in addition to providing the protagonism and taste for the scientific exploration of the student.

The PCN + place an important emphasis on the part of carrying out practical experiments in the teaching-learning process, both in the discipline of Physics and in others, which can be applied at the level of elementary and high school. Based on this pedagogical approach, it is possible to ensure a satisfactory construction of knowledge by the student himself at school, developing his curiosities and the habit of asking questions about the phenomena of nature and scientific knowledge. Following this principle, the product presented in this dissertation is a material composed of ten protocols that will serve to direct the teacher and / or students to develop and or apply low-cost experimental practices during classes. Thus, this educational product can serve as pedagogical didactic support material for the teacher during the application of his third year of high school classes regarding the contents of electromagnetism. The educational product mentioned here was used at E.E.E.M.T.I. Heitor Villa lobos in Ariquemes / RO as part of the development process and the application was made in the classroom with two third-year classes. The teaching methodology used during the application of this product was based on the theories of teaching and learning by Ausubel, Piaget and Vygotsky, making the most of the individuals' previous knowledge to socializing and working in groups to obtain better learning.

Faced with the difficulties encountered in the classroom, the teacher needs to look for new ways of teaching, the world constantly seeks modernization through technological innovations and the school environment cannot remain stagnant. The students have changed and the teacher needs to be willing to interact with this new reality, considering that rarely does someone not have a cell phone or computer with internet access. The technology must aid the educational system to capture the student's attention. The inverted classroom (SAI) is capable of meeting these needs as well as allowing the personalization of education, no matter what the subject may be. Developing the inverted model of learning can help students to get good marks in their tests as well as become better learners, reaching a deeper level of understanding. This approach allowed not only more frequent interactions, but deeper and more personal relationships between teacher and student. The pedagogical actions developed must be aligned with the virtual environments that acted in the right way to help the learning process. The work of implementing the inverted classroom should be done thinking about the particularities of each student and not the traditional method that aims at the collective making teaching a more attractive, motivating process and developing new skills.This essay aims to create a virtual environment, in this case an inclusive and interactive blog, that is student-centered, making teaching physics more attractive and improving student performance through flexibility, greater autonomy and responsibility in their studies. Educators need to find ways to reach their students with very different needs in order to personalize education with a proposed solution. The school needs to adapt to the changes undergone by society since its purpose is to train citizens for the present and the future. In this context, the present work will present the development, application and evaluation of an educational product formed from a blog, being used as educational material. It will present how online teaching is able to transform the way of teaching and learning, making the model of inverting the classroom effective, demonstrating great potential to revolutionize the future of education. The pedagogical material contained on the website is available for free access in order to contribute to teaching physics in the content of Electricity. This educational product was developed based on David Ausubel's theory of significant learning. During the application it was verified how much it is necessary to remodel, and reinvent oneself as a teacher and to use new teaching methodologies, following the technological advancement and meeting the perspectives of students who yearn for novelties and situations that hold their attention. The results obtained suggest that the SAI method is capable of bringing a renewal in education through the way of teaching and learning, making the model of inverting the classroom effective, exposing great potential to revolutionize the future of education.

This work aims to identify teaching and learning processes for a constructivist approach to physics teaching in a multidisciplinary way in elementary school from the 6th grade based on the four elements: air, fire, water and earth. The specific objectives were: 1) Identify key points based on the four elements for physics teaching in elementary school from the 6th of the Rural School of the municipality of Ji-Paraná / RO: Professor Edson Lopes, based on the four elements: air, fire, air and land; 2) Recognize constructivist teaching and learning methodologies that contribute to the accomplishment of didactic transpositions of the teaching and learning processes of the identified subjects; 3) Construct a pedagogical notebook for the constructivist approach to perform a didactic transposition of multidisciplinary physics teaching from the 6th of elementary school. The main result of this effort was the elaboration of a pedagogical notebook constructed from practical experiences of the physics teaching, guided by pre-identified key points to be worked transversally based on the four elements: The premise used is that the practical, expositive and demonstrative classes are very effective teaching strategies that contribute greatly to the students' development and learning in a constructivist way. The discussion of the results presented on this paper uses a theoretical framework inserted in the constructivist pedagogical practices. This study and research is characterized as an exploratory research and uses a qualitative constructivist approach, based on the thoughts of Jean Piaget (1982) in his analyzes of assimilation, adaptation and accommodation. Through the application of the product with explanation and experiments, it is observed that there was a significant learning about the four elements of nature. It is also noticed in the textual productions of the students that they demonstrate to have learned the contents widely, because they were able to describe: the physical states of matter, the water cycle, changes in phases such as evaporation and condensation to form rain. In addition to clearly explaining in their texts and experiments the formation of soils, their properties, composition and types of soils (clayey and sandy), definitions of important fire temperatures (ignition temperature, point of combustion and flash point) and atmospheric pressure, and the students were able to understand that the atmospheric pressure decreases in higher places, previously unknown to them. Therefore, the teaching of physics must be incorporated into the teaching of Natural Sciences, in elementary education II, because it is perceived that the students have a previous knowledge of the themes worked: Water, Earth, Fire and Air. The choice of this methodology: experiments, discussion wheel - debates, explanations were very well accepted by the students, for understanding the physical phenomena that exist in their daily life and with that contribute to the improvement of their learning.

The use of new information and communication technologies as tools for teaching and learning, gives students a learning with greater interest and understanding. In physics teaching, experimentation has a fundamental character for the understanding / understanding of the taught contents. Therefore, it is of great importance to integrate the theoretical classes with the practices, giving students the opportunity to visualize the contents with greater clarity. Facing the difficulties found in the classroom, an educational product was developed that favors the use of the virtual laboratory PhET Physics, in which it is based on the theory of significant learning of David Ausubel. The product was applied in 1 (one) class of the ninth grade of elementary school, and the classes were held in 2 bimonths, totaling 60 meetings of 50 minutes each. After the classes, a questionnaire with 9 (nine) closed questions was applied. The results indicated that the use of the educational product is a valuable tool in the search of knowledge in concepts related to physics for students of the ninth grade, emphasizing that it helps the teacher in the approaches, making the physics classes more pleasant, motivating and interesting.

Brazilian high school has not adequately prepared students for either life or graduation. The programmatic contents are not seen in their entirety, or at most, are seen superficially. This fact translates to repetition and dropout in school, that is, the student gives up because he does not have the adequate basis to continue his studies. Higher education courses in the exact areas feel this impact in a frightening way and the main universities have actions aimed at recovering these students. Almost all higher education institutions, whether public or private, contain training courses for this purpose. Even high schools have something for that purpose. In searching for a suitable methodology for this purpose the theory of Meaningful Learning of David Ausubel becomes an important ally, since its essence is always to consider the previous knowledge that students bring with them. Using this knowledge is to optimize time and to sediment significantly the insufficient knowledge that they had. The present proposal shows that this act of leveling students in terms of knowledge can be done at any level of knowledge. In this sense a series of actions were taken in order to organize a course that could be applied in high school, with classes of third year, and in the first semester of the university in courses involving Mathematics and Physics subjects. Initially, a survey was carried out with high school teachers about the main problems in the process of teaching contents and which bibliography was adopted in the Physics discipline. Then the proposal was made to the school. The subjects chosen for the leveling course were Basic Mathematics contents such as: powers, rationalization, remarkable products, first and second degree functions. Already in the Physics part it was followed with: physical quantities, units of measures, referencial, average speed, uniform movement, uniformly varied movement and laws of Newton. The proposal was implemented at the EEEFM Professor Paulo Freire School, in the city of Presidente Médici - RO. Initially, a pre-test was applied, which served as an Entry Profile to analyse the students' previous knowledge, to search for possible subsumer and to organize the classes. The class was made up of 20 students of 3rd Year, the meetings lasted two hours with a frequency of twice a week. The methodology of the classes followed the principle of Significant Learning always working with previous knowledge and propagating itself in the subsumer found in the class routine. The Outcome Profile approved in the post-test showed the feasibility of the proposal and the gains acquired by the students. The leveling course proved to be an important tool in the improvement of meaningful learning, and also revealed that the understanding of the care and attention that we should have with the knowledge that the learner brings with him is a fundamental part within a gear that has the power to reduce inequalities and improve the citizenship condition of each individual.

The teaching of Physics in public schools occurs mostly with outmoded teaching methods, which aim only at the content to be presented. The classes are expository and unattractive. This paper aims to show the importance of experimental classes. It also points out the need for both teachers and students to use technology in their favor to achieve a better quality in terms of teaching and learning process. The present research is based on the concepts of Vygotsky, and it suggests that in the process of teaching there will be contextualization and interaction, so that the teacher can be a mediator of knowledge. The research also relies on Ausubel's conceptions, since through an experimental class the student is able to learn by both discovery and formal receiving. The experimental classes were held at Aluízio Ferreira State School, in the city of Ji-Paraná (RO). Seven classes of high school students have participated of the study. In the experiments, it has been used low cost material in dynamic and interactive classes. The teacher used the constructivist approach. The experimental classes served as a link between the students and the educational product. The result was the development of a website and an educational page, freely accessible, and unrestricted sharing of material. Those virtual environments have many experiments with their scripts and explanations, which allow interaction outside school. The analysis of the results took place both quantitatively and qualitatively, through questionnaires and debates. We hope that the results will motivate teachers to leave the monotony of their classes and to plan their classes in a more attractive way, on which there is at least one simple experiment. In regard to the students, virtual media can provide them with a space to complement their study by interacting with other students who follow the page on internet.

The present work is the result of the application of the educational product referring to the teaching of physics in the initial years of Elementary School. The school is responsible for favoring the potential of students in order to develop their skills. Capacities present at a very early age, so contact with physics in the early years becomes effective, due to its investigative, observant and curious nature. Therefore, it is essential to discuss the situations experienced by students, mainly related to physical knowledge. The aim of the study was to recognize the concepts of ethnophysics present in the daily life of the students of the initial years of Elementary School aiming at the construction of a methodology of teaching and learning of physics teaching in a multidisciplinary way. It was used as methodology the recognition of physical phenomena present in the daily life of students, through Ethnophysics. It was also used the methodology of Pedagogy of the Wheel and Pedagogy of Storytelling, being the study divided in six meetings. The topics of physics covered in the study were: water, heat, moon, light, movement and sound. The results show that the construction of a pedagogical book to support the teachers of the initial years is important, considering that education should provide the student with subsidies so that the same perceives the knowledge of physics as a way of trying to explain everyday events. Therefore, when the students make an approximation between the scientific knowledge and the reality makes it reflect on the true role of the sciences, in the case of the object of study of the work, physics. The student comes to understand that physics is not a science for geniuses only, but a science focused on the curious. And because it is considered this science of the curious, the concept of ethnophysics can be used linked to the contextualization of reality that is present in the students' daily lives.

By making use of some graphic animation and video features pictures decomposition, it is possible to teach kinematics by an alternative way, virtually exposing some concepts that recurrently are abstract in the understanding of many students of Brazilian schools. With the production of short videos in Stop Motion and decomposition of images to JPG format, it is possible to give to students a virtual image that complements the mental image of certain physical phenomena, which are not as noticeable on a daily basis. In this paper, we propose a roadmap which students must play some activities, such as animation processes in Stop Motion and shoot objects in different types of movement, such as free fall, uniform motion and relative motion, with subsequent treatment of the images on the computer via software like PowerPoint, VirtualDub, ImageJ, Movie Maker and Android apps like Pic Pac, and others. For each movement, the goal of the activity of the object image processing is to mark the position occupied in space by the object at each instant of time, comparing the peculiarities that give character to each movement. The expectation is that students can learn better Physics, interacting with the software, creating small animated videos and decomposing images, so that lead them to construct their own knowledge through the discovery of physical concepts. Integrated into school teaching practices, the proposed routes can form a key element for new ways to expose and think, that can lead students to learn complex scientific concepts in an innovative way. The proposed educational product, in booklet format, will serve as a recipe for high school teachers reproduce with their short videos students.