This work presents the development and application of a didactic proposal for teaching electromagnetism in High School, combining low-cost experimentation and the use of digital technologies as support for learning. The research was guided by the following investigative question: How can the use of low-cost experiments associated with digital technologies contribute to the meaningful learning of concepts related to electromagnetism in High School? Based on this question, the general objective of the study was to optimize the teaching and learning process of electromagnetism topics, especially magnetic fields generated by electric currents and electromagnetic induction, through a didactic sequence grounded in experimentation and the use of digital resources. The specific objectives were to relate electricity and magnetism through experimental activities, qualitatively demonstrate the relationship between electric current and magnetic field, quantitatively present the relationship between current intensity and the magnetic field generated by a straight wire, and qualitatively explain Faraday’s Law. The research was based on Ausubel’s Meaningful Learning Theory, with contributions from Novak and Bruner, promoting the active construction of knowledge through the relationship between new content and students’ prior knowledge. As an educational product, an electromagnetism experiment was developed and applied, enabling the determination of the magnetic field generated by an electric current, as well as the observation of the emergence of an induced current resulting from the variation of magnetic flux inside a coil. The results indicate that the adopted approach favored the conceptual understanding of the studied phenomena, contributing to more meaningful learning. It is noteworthy that, in one of the analyzed items, there was an increase of 51.4% in the percentage of correct answers between the pre-test and the post-test.

This work was born from something simple, but essential: the desire to make Physics make sense to those who are learning. To take it off the board, away from loose formulas, and put it in direct contact with the students' reality. The proposal was to develop a practical activity on the conversion of solar energy into electricity, with students in the 1st year of High School. And the starting point was the photoelectric effect. Yes, the same one that many people only know from books. At first glance, it seems distant — something from a laboratory or college entrance exam. But when it is revealed that it is behind the solar panels that are appearing on rooftops everywhere, everything changes. The concept ceases to be an abstraction and begins to be part of the real world, directly linked to urgent issues such as energy use and the environmental challenges that are already knocking on our door. This version created by the students themselves was compared to commercial solar panels, promoting important reflections on efficiency, accessibility and innovation. The closing was marked by a collective discussion, in which the students analyzed data, connected knowledge and discussed the social and environmental impacts of the use of renewable sources. The result? A leap in the conceptual understanding of Physics, but also in the development of skills such as critical thinking, teamwork and communication. More than teaching formulas, this project showed that Physics can — and should — be a tool for transformation. By relating science and sustainability, the proposal encouraged students to see their role in the face of global challenges. This is what makes teaching powerful: when it transcends the classroom and touches the world outside.

So that, at school, the students are more active in their learning process. The pedagogical proposal is based on the concepts of David Paul Ausubel's learning theory, attached to the ideas of Marco Antônio Moreira. The application of the product took place in the high school class (Eleventh grade – 2 nd – “A”), EEEFM Getúlio Vargas, in the city of Porto Velho - RO. Initially, we worked on identifying students' prior knowledge through questionnaires administered in the classroom. Next, theoretical class with experimental practice followed by assessment of learning and dynamics between groups. After executing the content, the general dynamics were worked on via Socrative, ending with the construction of the conceptual map. The results obtained through the pre-test and post-test demonstrate an increase in the percentage of knowledge acquired by students. In general, the students were encouraged, with an excellent disposition and reception of the methods used in this research, generating an environment conducive to Meaningful Learning.

PHYSICS AND TEACHING RESOURCES: PROPOSAL FOR THE INSERTION OF ASTRONOMY Storytelling IN THE LAST YEAR OF ELEMENTARY SCHOOL Gilvana Silva Pontes Supervisor: Ariel Adorno de Sousa Given the importance of teaching astronomy, what is observed in elementary school is that science is little addressed in the classroom and, when treated, occurs in the traditionalist modality and does not arouse interest in the contents on the part of students. Based on the ability of Storytelling to share knowledge in a pleasant way, strengthening social, educational and affective bonds, and in order to implement possible changes in the reality of the approach to astronomy content in elementary school, we seek in this research to answer the following question: How can the use of Storytelling as a teaching resource make science classes attractive and generate interest in the subject of astronomy content for students in the ninth year of elementary school? The general objective was to evaluate how the use of Storytelling as a teaching resource can make science classes attractive and generate interest in the subject of astronomy content for students in the ninth year of elementary school. We sought to identify the main challenges encountered in approaching astronomy content in elementary school and to analyze how David Ausubel’s theory of meaningful learning and Vygotsky’s Sociointeractionist theory can complement each other, basing the pedagogical action in the teaching of Astronomy. The investigation was developed based on the development research method, involving the production of an Astronomy Storytelling with a content approach about the Solar System, as well as the application of the Astronomy Storytelling for students of the ninth year of elementary school and evaluation of the results of its use as a subsidy in science classes. The application of Storytelling took place at the Padre Mário Castagna State Elementary School, located in the municipality of Porto Velho - RO. For data analysis, collected from questionnaires and observations, a qualitative approach was considered. As a result, it can be verified during the application of the educational product that the students were able to remember passages from the narrative during the discussions and apply the acquired knowledge in practical activities, which suggests that they remained attentive to the story, which was confirmed, later, in the analysis of the questionnaire data on the impressions of the students regarding the Storytelling. The motivation category revealed that 84.61% of them agreed or totally agreed that the experience lived by the character Aurora motivated them to continue listening to the story; 90.38% of the students agreed or totally agreed that they would like to have new experiences with this type of story covering other Astronomy content. It is concluded, therefore, that the didactic resource Storytelling, developed and applied within a process that prioritizes a space for interaction with discussions and practical activities, with attention to the students’ prior knowledge, promoted content approach in a contextualized way. and attractive, valuing the historical aspects involved in science and arousing students’ interest in astronomy content.

This study aimed to implement, implement and evaluate a didactic sequence based on the active methodology using resources such as games, challenges and Quiz to assist in the teaching and learning process in Physics. The work was carried out in two classes of the first year of High School in the EJA modality at the State School of Elementary and High School Professor Orlando Freire and the Youth and Adult Education Teaching Center - CEEJA, Professora Doralice Sales Cavalcante, from the state of Rondônia. For the theoretical basis of the application of the product, the concepts of Meaningful Learning developed by David Paul Ausubel were used, in which it aims that the students' previous knowledge is valued so that they can be able to relate and access new knowledge. The results of this research indicate that the educational product now developed can positively favor the insertion of new methodologies that meet the specificities of the public to which the didactic sequence was applied. In this work and in the educational product of this dissertation, the contents of the Kinematics are covered, which include content about the system of units, change of units, movement, position, displacement, speed, acceleration, Uniform Straight Movement and Uniformly Variable Straight Movement.

ANTENA DETECTORA DE ONDAS ELETROMAGNÉTICAS: PROPOSTA EXPERIMENTAL PARA O ENSINO DE ELETROMAGNETISMO

One of the main focuses of teachers and educators is to improve the quality of teaching in all areas of knowledge. Nevertheless, faculty in the area of accuracy has come over the years, creating methods and using cognitive techniques from Burrhus Fredric Skinner from the beginning of the last century to more humanistic treatments like those of David Ausubel until arriving at the methodology of Paulo Freire. In Brazil, we have as reference in the teaching of Physics Professor Marco Antônio Moreira, with a very humanistic proposal, but at the same time without losing the focus on content. Statistics and censuses have been showing degradations in the quality of education, as a consequence of the lack of public policies in this sensitive area and aected by the lack of more careful care, leading from the salary devaluation of education professionals to physical structural problems in schools. This work comes with a proposal to place the student as the center of the educational system, where it is the main vector for the propagation of knowledge. Using previously acquired subsumes, we apply what we call an educational product, which is nothing more than a proposal for a didactic game aimed at the teaching of Modern and Contemporary Physics (FMC), an extremely decient area in today's high school. In this didactic game, a board game that we call the Enigma of Physics, the role of mediator can be a teacher or a student. With the application in four dierent classes, using dierent approach in their application, the obtained results show that it is possible to draw the attention of students, even in the classes considered undisciplined, by simply changing the focus of the approach, making an adaptation to the reality of the students , our main customers. In addition to the application with teachers who teach physics and people with dierent academic backgrounds, the results demonstrated that the game has an accessible language that reaches a wide range of people who have had dierent contacts with physics, ranging from lay people to physics graduates.

Research in teaching physics has been developed widely in much of the world since the beginning of the last century. In Brazil, it has intensied after the 1960s after some researchers sought doctorates in other countries. This search for innovation and development has gained a fundamental role in the improvement of educational indexes, both local and international. In this sense, with the possibility of a professional master's degree in Physics teaching since 2013, and with a concern that maintains this development, the Brazilian Physics Society (SBF) has provided us with numerous works of extremely high degree of complexity, as well as an innovative and continuous education for teachers of the basic education network. With this, we propose in this work with this same purpose and idiosyncratic thinking in the perspective of an inclusive education in the light of the constructivist theories of David Ausubel, Jean Piaget, Jerome Bruner, Lev Vygotsky and Marco Antonio Moreira, a model-game that meets these expectations. This work is aimed at the elaboration of a mini model powered by dierent energy sources in each neighborhood, with this, we seek to relate the performance of students using a methodology of practical and playful classes combined with theoretical classes through questionnaires and reports. The applied methodology was of an experimental character, with the possibility of student-project interaction and data collection. A qualitative analysis of these data was carried out. The results obtained were motivating for a new approach. It became clear that students were interested when new teaching tools were presented, giving meaning to their previous knowledge

This Master's dissertation deals with the use of a teaching methodology based on the process of significant and constructivist education for the teaching of Geometrical Optics. Whats proposed is a didactic sequence based on the use of some experimental activities, along with an active and meaningful participation of the students, as a suggestion of education proposal. Following concept, we have built a methodology that values the previous knowledge of the students individually and in groups, as well as help teachers develop the entire contents of Geometrical Optics for high school in an active way. In this perspective, this work presents a didactic sequence for the teaching of Geometrical Optics based on the methodology of using low-cost experiments and theoretically grounded on the meaningful learning of David Ausubel and on the process of active learning. The proposal provides a didactic sequence in general terms to develop the construction of experimental activities, as well as suggestions for teaching proposals focusing specifically on the contents of Geometrical Optics. This teaching sequence consists of a concept which proposes that Students will have a greater interaction and participation, generating debates and investigations about the contents presented by the teacher. These is always a situation that poses a problem, where the students record their possible hypotheses individually, then in groups and finally the experimental demonstrations are open for their initial ideas and debates at the end. Results showed that the didactic sequence using the low-cost experiments facilitated the learning process of the proposed physical concepts of Geometrical Optics and made the lessons more motivating, participative, attractive, objective and contextualized. The educational product produced as a result of this work will be made available on a DVD media interested teachers, in order to use them in their classes.