O ENSINO DE FÍSICA NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA UTILIZANDO EXPERIMENTOS DE BAIXO CUSTO

Abstract

The absence of laboratory structure in Physics classes can hinder the implementation of experimental practices. In this context, low-cost experiments emerge as a viable alternative to overcome this limitation. The research problem consists of investigating how practical activities, through low-cost experiments, can contribute to improving Physics education based on Kolb's (1984) Experiential Learning Theory (ELT). The study aimed to understand the contributions of low-cost experimental activities to Physics teaching in professional and technological education. The specific objectives were: to understand the main difficulties in teaching Physics in professional and technological education; to perceive experiential learning in Physics teaching in this educational modality; and to create, apply, and validate an interactive didactic sequence based on Experiential Learning using low-cost experiments. To achieve these objectives, the deductive method was adopted, with a systematic literature review to identify the main challenges faced by educators and students in teaching Physics in professional and technological education (PTE), as well as to understand the application of ELT in this teaching modality. This was followed by a mixed qualitative and quantitative applied research study with a descriptive objective, using field research techniques. The study participants were students from the Internet Informatics course integrated into high school at the Federal Institute of Acre (IFAC), Rio Branco Campus. Data analysis was conducted using content analysis techniques, as proposed by Bardin (2016). Based on the data obtained, an educational product was developed and applied in the format of an Interactive Didactic Sequence (IDS), as described by Oliveira (2013), focusing on the topic of Projectile Motion. The results of the IDS application demonstrated its effectiveness, and the use of low-cost materials proved to be a viable alternative for conducting experimental activities. The findings indicated that in Lesson 01, 81% of students actively participated, with 84% significantly collaborating in groups, highlighting engagement and collaborative work. In Lesson 02, 78% demonstrated a clear theoretical understanding, although 28% had limited participation in discussions, suggesting adjustments for greater interaction. In Lesson 03, 71% successfully applied theories, and 77% actively participated in the virtual experiment, evidencing analytical progress. In Lesson 04, 91% efficiently built catapults using low-cost materials, and 84% accurately analyzed projectile launches, consolidating the practical application of physics concepts. The research was approved by the Research Ethics Committee (CEP) under CAAE: 81249124.8.0000.0233. This dissertation is linked to Research Line 1 - Educational Practices in Professional and Technological Education (EPT) and to Macroproject 1 - Methodological Proposals and Didactic Resources in Formal and Non-Formal Teaching Spaces in EPT of the Graduate Program in Professional and Technological Education – PROFEPT.