O uso do multímetro como tema gerador para o ensino de eletrodinâmica: uma proposta para o ensino médio

Abstract

This dissertation gives rise to a pedagogical proposal grounded in Freirean pedagogy, as its instructional objective is to demonstrate that students can learn Electrodynamics through the use of a multimeter. The research was based on experiences within the public school system of the municipality of Coari, Amazonas, where students frequently faced difficulties in understanding concepts related to electric current, potential difference, and electrical resistance. The general objective of this study was to design and implement a didactic sequence using the multimeter to teach the fundamentals of Electrodynamics and to promote meaningful learning. The methodology adopted was qualitative, interventionist, and applied in nature, carried out through a didactic sequence consisting of five classes for a 2nd-year high school group, involving experimental activities, dialogues, case studies, pre-tests, and post-tests. The BEMA (Brief Electricity and Magnetism Assessment) was used as an experimental instrument, with data collection based on field journals, student observations, and discussion sessions. The results indicated conceptual advances related to the concepts of electric current, electric voltage, and electrical resistance, as well as greater student engagement, interest, and participation in the experimental processes. The quantitative analysis, based on Hake’s normalized gain results, yielded an average gain of ⟨g⟩ = 0.109, which is considered low. Nevertheless, from a Freirean perspective, the gains in knowledge associated with the development of critical thinking, active participation, and the contextualization of science within the research content were noteworthy. It was concluded that using the multimeter as a generative theme fostered a closer connection between theory and practice, making the teaching of Electrodynamics more meaningful, investigative, and situated within the school environment.