Sequência Didática Interativa: Ensino de Lançamento Oblíquo baseado na Teoria da Aprendizagem Experiencial e materiais de baixo custo

Abstract

The Interactive Didactic Sequence (IDS) presented is the result of a master's thesis developed within the scope of the Professional Master's Program in Vocational and Technological Education (ProfEPT). This proposal aims to enhance the teaching and learning of fundamental physics concepts, focusing on the topic of projectile motion, a subject that requires a high level of abstraction and practical understanding. The target audience is first-year students of the integrated technical course in Internet Computing at the Federal Institute of Acre (IFAC).

Teaching physics faces significant challenges, such as the lack of specialized equipment and material resources for experimentation. Often, the absence of experimental practices hinders students' connection with theoretical concepts. To overcome these difficulties, the IDS proposes practical activities based on the use of low-cost materials, such as popsicle sticks, clothespins, and cans. This approach makes the classes more accessible and also demonstrates that experimentation is possible even in contexts with infrastructure limitations, expanding pedagogical possibilities.

The methodology adopted in this IDS is based on the approach of Maria Marly de Oliveira (2013) and the Experiential Learning Theory developed by David Kolb (1984). According to Kolb, learning is a dynamic and cyclical process that involves four stages: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). Each stage corresponds to a lesson, divided into 300 minutes, allowing students to experience, reflect, theorize, and apply the concepts in a meaningful and contextualized way.

Experimental practices are essential for making physics teaching more dynamic and meaningful. The use of simple and accessible materials, such as sticks, clothespins, and cans, demonstrates that experiments can be conducted even in schools with equipment limitations. These activities encourage group work, creativity, and problem-solving, in addition to bringing scientific concepts closer to students' daily lives.

As a product of a ProfEPT thesis, this proposal aims to contribute to transforming physics teaching, bringing it closer to the reality of students and preparing them for the challenges of society.