Aceleração gravitacional: uma proposta de abordagem com objetivo de viabilizar sua aprendizagem significativa

Abstract

This work is theoretically based on the explanation about some concepts from the ausubelian cognitive theory, as well as the exposition of some physics aspects related with gravitational acceleration, with the aim that Physics teachers use the educational product, elaborated based on the referred theoretical foundation, allowing them to propitiate part of the necessary conditions to high school students learn, in a significant way, concepts and physics magnitudes related to gravitational acceleration. Starting a dissertation about how I work the relation between my graduation (Environmental Technologist) and my practice as a Physics teacher, the giving work exposes some relations between the environment and physics teaching, highlights particularities related to high school physics nowadays, clarifies how the teaching-learning process can be facilitated trough the meaningful learning theory, that deals with the historical matters of the development of a few concepts of bodies movements, describes the simple pendulum experiment, also presenting the evaluation of the questionnaires answered by the students from the pré-vestibular of Associação Beneficente Água Viva, before and after the experiment. Lastly, when evaluating the questionnaire, it was possible to observe that high school students demonstrated higher capacity to answer in a satisfactory way, as well as students that, even with the experiment, the dialogue and all the explanation about gravitational acceleration, still have an aristotelian vision about bodies movements. Facing the findings, the elaborated educational product, reports historical and physical aspects from gravitational acceleration, features questionnaires, experimental script, concept maps and comic's illustrations, presents itself as a mean that contributes with a significant learning on concepts and physics magnitudes related with gravitational acceleration.