O MULTIMETRO COMO RECURSO DIDATICO NAS AULAS DE FISICA DO ENSINO FUNDAMENTAL
Experiment; Electricity; Science Teaching; Meaningful Learning.
In this dissertation, we present a proposal for a didactic sequence to be used by Science teachers when addressing electromagnetism concepts in elementary education. We utilized the multimeter as a tool for teaching electricity, enabling this technology to contribute to the improvement of the skills and competencies outlined by the National Common Core Curriculum Guidelines. This project was implemented in a ninth-grade class at the Deonildo Caragnatto School, located in the city of Sao Miguel do Guapore, in Rondonia. Based on David Ausubel's theory of meaningful learning, the work was divided into three stages. Initially, we applied a pre-test questionnaire to guide the development of the educational product and provided information on the use of the tools employed. In the second stage, we integrated practical and theoretical knowledge by assembling electrical circuits, with an emphasis on conducting experiments. The third stage involved the assessment of the process, evolving into the improvement of teaching and learning based on information obtained through tests and other evaluation methods, concluding with a report on the experience of using the multimeter in Science classes. The results showed that the use of this pedagogical tool proved to be highly effective in teaching electricity. The students demonstrated significant progress in understanding the concepts, resulting in deeper, practical, and contextualized learning.