Sequência didática com viscosímetro de stokes e software tracker: uma proposta para o ensino de fluidos no ensino médio sob a perspectiva da aprendizagem significativa

Abstract

The didactic sequence is a tool created to facilitate student learning. This research stems from the following question: How can the use of a didactic sequence based on experimentation and digital simulation promote meaningful learning of fluid concepts in High School? In this dissertation, the hypothesis was adopted that learning with a higher degree of motivation enables and facilitates student engagement in learning about fluids, allowing the construction of meaningful and scientific knowledge. To promote such motivation, we sought to use something close to the students' reality, that is, a didactic sequence that employs technological tools and also low-cost experiments. The construction of a didactic sequence combining the Stokes Viscometer and Tracker is justified by the need to provide active learning. By combining experimentation and computational analysis, teachers can develop investigative skills, comparing theoretical predictions with real data; Overcome the problem of the lack of well-equipped laboratories in high schools, as a significant number of schools do not have sophisticated equipment for precise measurements, but the use of videos and analysis software reduces this issue; Introduce digital technologies into the Physics teaching environment; Assist in teacher training—the proposed sequence can serve as a model for other teachers, showing how to approach complex concepts in an investigative manner. General Objective: Develop a didactic sequence on fluids, using the Stokes Viscometer and the Tracker simulator, to foster meaningful learning in the Ausubelian sense. Specific Objectives: Analyze the conceptual difficulties students face regarding fluid viscosity and the motion of spheres in a viscous medium through the first application of a diagnostic questionnaire; propose an easy-to-build experiment to determine viscosity using accessible materials; evaluate the effectiveness of the didactic sequence in enhancing the understanding of the involved physical concepts through the second application of the questionnaire. The research adopted a qualitative-quantitative approach to gain an in-depth understanding of respondents' perceptions. A questionnaire was administered to two first-year classes at CETI - Coari school, consisting of 8 discursive questions. The collected data were analyzed in two stages: first, they were tabulated to create graphs using Microsoft Excel, followed by a meticulous evaluation of the discursive responses using Bardin's Content Analysis methodology. Result: The data analysis revealed that students showed visible improvement with the application of the didactic sequence. The difference was evident in the number of correct answers, which was significantly higher in the class where the didactic sequence was implemented.