Energia solar fotovoltaica: possibilidades de abordagem no novo ensino médio

Abstract

The objective of this research was to investigate the process of elaboration, development and evaluation of an educational resource on Photovoltaic Energy, in the context of implementing a new curriculum, for second year high school students, at a public school in the interior of Minas Gerais. We suggest a qualitative assessment that seeks to incorporate procedural and attitudinal learning as an alternative to the diversification of traditional assessment practices. The results indicate that the use of educational resources may be important for teachers, since we are in a reality in which new subjects have been added to the curriculum and there are no teaching materials available for teaching work. The use of the educational resource promoted a more dynamic and participatory learning environment, where students were able to take a more active role in the learning process. Students demonstrated greater engagement and motivation in the activities, demonstrating evidence of an understanding of concepts related to photovoltaic energy. The qualitative approach to the assessment made it possible to identify signs of improvements in procedural skills, such as the capacity for scientific investigation, problem solving and teamwork. A development in student attitudes was observed, including greater responsibility, collaboration and interest in the topic of study. The educational resource enabled the integration of knowledge from different disciplines, such as Physics, Chemistry, Geography and Mathematics, offering a different view of the topic of photovoltaic energy, with the opportunity to relate the content studied with current and real issues, such as sustainability and energy sources renewable resources, strengthening the relevance of learning. The material proved to be an important tool for teachers, offering support for teaching new content. The project contributed to the development of essential skills for the 21st century, such as critical thinking, creativity, scientific and technological literacy.