Biofísica da Audição: uma proposta interdisciplinar para o estudo de acústica na educação básica

Abstract

This study presents, as an educational product, pedagogical workshops addressing the content of Acoustics for visitors to the Science Center of the Federal University of Juiz de Fora – MG, designed to be easily replicated. The workshops were developed through the construction of: (1) an Auditory Memory Game, used in the workshop “Let’s Produce Sounds?” for students aged 6 to 10 (Elementary School – Early Years), and (2) an Analog Model of the Human Ear, used in the workshop “Biophysics of Hearing” for students aged 11 to 17 (Elementary School – Final Years and High School). In addition to the Memory Game and the Analog Model, a life-size prototype of the human outer ear and the three ossicles was also used. As souvenirs, students received a rattle made from different types of materials (Early Years) and a model of the ossicles with the tympanic membrane (Final Years and High School). The implementation of the workshops aimed to promote understanding of the concepts involved, while fostering problem-solving skills and critical thinking. It also sought to provide an enriching and inspiring educational experience for students and visitors. The content was interdisciplinary (Natural Sciences), combining theoretical and practical approaches and relating concepts to students’ everyday experiences. Museum Pedagogy underpinned this work, as Science Centers play a fundamental role in disseminating scientific knowledge and strengthening the connection between scientific production and society. The workshops adopted a Science-Technology-Society (STS) approach, based on the Three Pedagogical Moments methodology. After participating in the workshops, students completed an evaluation questionnaire using a five-point Likert scale to assess their level of satisfaction, content assimilation, and motivation. Considering the five response options of the Likert scale, the average results were: 88% “Liked” and “Liked Very Much,” 11% neutral responses (“So-so”), and 1% “Did Not Like” or “Disliked Very Much.” Most students demonstrated clear motivation during their visit to the Science Center, showing heightened curiosity, attentiveness during explanations, and active engagement in the proposed activities—results consistent with their evaluation responses. More broadly, visiting the Science Center helps ensure the right of access to knowledge for all and encourages meaningful scientific experiences.