O método histórico-lógico em sua estruturação didática para o ensino do conceito de força no ensino médio

Abstract

The formation of concepts is one of the main elements in the process of building scientific knowledge. In the discipline of Physics, it is essential that scientific concepts, such as Force, are formed by students to understand the syllabus of the discipline. The formation of concepts, however, is a complex cognitive process that requires the use of intellectual skills, such as analysis, comparison, reflection, logic, among others. In this sense, considering the importance of forming the concept of Force for the discipline of Physics, this dissertation work was elaborated, which proposes the application of the historical-logical method as a didactic procedure capable of contributing to the formation of the concept of Force. Didactic proposal developed is based on Jean Piaget's cognitive and active approach, and consists of the implementation of a sequence of didactic activities that include the ordering and chronological analysis of historical facts, historical characterization of scientific stages, playful work, etc., with seen in the formation of the concept of Strength. The research, of a qualitative type, uses participant observation as a research strategy, and proposes as data collection methods the focal interview, the Likert scale questionnaire, the observation protocol and the productions carried out by students in the classroom. The collected data are systematized and analyzed in the light of the Textual Discursive Analysis (ATD) by Moraes and Galiazzi. Finally, the results show that the historical-logical method, a scientific method, can be structured in a didactic way and significantly contribute to the formation of scientific concepts and to the learning process of high school students.