Contribuições de diferentes modalidades de atividades experimentais ao ensino e aprendizagem de Física

Abstract

The present study shows the discursive interactions that occurred between students, and between those and the teacher, after applying experimental activities with three different approaches: Physical Laboratory in small groups; Virtual Laboratory in double and Dialogued Experimental Demonstration. evaluated with regard to the role of the teacher, the degree of direction, the encouraged epistemic practices and the formative contributions to the teaching and learning of physics of the students. The activities were developed and applied to a second grade class of a private high school. The interaction analyzes was made by categories defined as the epistemic practices and its social instances - Producing, Communicating and Evaluating knowledge (KELLY, 2008; SASSERON and DUSCHL, 2016; SANDOVAL, 2004; SILVA, 2015). We verified that the use of activities with different approaches and purposes generated a greater range of possibilities that enriched the students' learning momentum. We could also see the incidence of the various contributions to learners, presented by Oliveira (2010) during the three approaches to experimental activities that were then synthesized in a comparative framework in this study. We believe that the major contribution of this work is the possibility of use and evaluation of experimental activities in the classroom context, and then, encourage changes in teaching practice by using diverse modalities in the classroom routine.