Concepções e entendimento dos estudantes do ensino fundamental sobre o conceito de energia

Abstract

Energy is one of the core ideas of science curriculum in basic education. Its concept is extremely important, however, is often understood in a reductionist way, linked to one or a few phenomena. Assuming that learning stems from the organization and integration of the material in the cognitive structure, we propose a teaching sequence for teaching the topic energy. This study involved 25 students in ninth grade of elementary education at a public school district Fazenda Velha, city of Formiga, MG, Brazil. It began by applying of a pre-test, containing all the open questions. Subsequently, activities as the interpretation of letters of music and texts, and the analysis of situations expressed throuht photos, were carried out as teaching strategies. Addressed-issues such as photosynthesis, derivatives of petroleum, energy the winds(wind energy),energy from the food and Carbohydrates, the nuclear power plant at Chernobyl, alcohol and biodiesel as sources Alternatives, the processing of Energy and the functioning of hydro power plants. After the fulfillment of the sequence didactics was applied a post-test, this containing the same issues the pre-test.