Sequência didática sobre potência elétrica e consumo de energia para o ensino médio: desenvolvimento e implementação de um banco de questões do ENEM visando a aprendizagem significativa

Abstract

This dissertation presents an investigation into physics education, focusing on assessment practices and the conceptual understanding of high school students. The general objective was to develop, implement, and evaluate a Didactic Sequence (DS) grounded in meaningful learning, using a bank of ENEM questions covering electric power, energy consumption, and the Joule effect as a tool for assessing learning. This qualitative study involved the design, implementation, and analysis of a structured DS that integrated diagnostic and formative assessment. The results indicate that the contextualized ENEM questions were effective in identifying prior knowledge, analyzing student choices, and guiding pedagogical interventions. Furthermore, the DS enabled the integration of assessment, instruction, and reflection, fostering meaningful learning and the re-signification of the concepts addressed. It is concluded that the pedagogical use of ENEM questions extends beyond their role in ranking students, serving instead as a potential resource for promoting more meaningful learning and guiding teaching practice. Despite the study's limitations, the results highlight the relevance of strategies that integrate assessment and instruction, as well as the need for future research to expand and deepen this approach within the context of physics education.