Implementação das Questões Sociocientíficas (QSCs) no processo de ensino e aprendizagem da física no Ensino Médio

Abstract

The Physic’s Teaching and Learning process in Brazilian High School has suffered radical changes in the last years, for the reason that the search for a constructivist process, which has a significant interaction among teacher, student and learning situation, has surpassed the teaching work based on traditional paradigms. Although traditional method still predominates, the advancement to improve the teaching and learning system walks under news methodologies and pedagogical innovations. The traditionalism in the educational system still imposes teacher unpreparedness in the face of significant changes on how to teach and evaluate students' learning from the real meaning of scientific concepts to be constructed. It is in this context, on the search for an effective way of constructing scientific knowledge, that this work presents an approach based on Socio-Scientific Questions (SSQs) through a series of activities involving didactic films, debates, experiments and problematized exercises with the objective of broadening the students 'conceptual fields, in a significant way, on the general concepts of High School Physics and corroborating in the citizens' formation of the students, practicing the increase of sociocientificos values. The qualitative research counted on the techniques of audio-visual, writing and systematic observation, revealing the importance of QSCs in the learning of High School Physics, regarding some conceptual and symbolic aspects. To assist in justifying the use of these approaches to improve teaching and learning potential in the light of Vergnaud's Conceptual Field Theory and other constructivists, they demonstrate how such approaches can contribute to the development of an active process for the formation of scientific concepts in high school students.