A dinâmica dos três momentos pedagógicos como estratégia para a aprendizagem significativa em Física: um estudo de caso em uma turma de 9º ano da educação básica

Abstract

Physics teaching in Brazilian Basic Education still faces the challenge of overcoming traditional pedagogical practices, which result in decontextualized and mechanistic learning. The general objective of this study was to investigate the application of the Three Pedagogical Moments (3PM) dynamics as a strategy to achieve Meaningful Learning in the study of the topic “Waves and Radiation” in a 9th-grade Elementary School class. The methodology adopted was qualitative, centered on a case study and on the application of a contextualized questionnaire for the Initial Problematization (IP), whose responses were confronted with the theoretical framework of Conceptual Meaning-Making by authors such as Miguel, Corrêa, and Gehlen (2014), as well as with the STS approach (Science, Technology, and Society) proposed by Ferreira, Paniz, and Muenchen (2016).The results obtained in the IP showed that students possess knowledge ranging from phenomenological to semi-scientific, which required a rigorous structuring of the content in the Knowledge Organization (KO) stage, focusing on distinguishing the nature of waves and on constructing the Electromagnetic Spectrum. The conclusion indicates that the 3PM dynamics is an effective and coherent methodology for promoting the integration of everyday knowledge with scientific knowledge, transforming students into active and critical subjects capable of applying Physics concepts to complex and contextualized situations, thus overcoming a teaching model centered solely on memorization