Sequência de ensino investigativo em centros de ciências: desenvolvendo o conceito de torque e a Lei da Alavanca

Abstract

The objective of this research is to propose, develop and discuss a didactic sequence for a set of investigative activities, in increasing levels of complexity, which allows the experimental construction of the torque concept and the Lever Law based on Vygotsky's Human Development Theory and in the Investigative Teaching Sequences (SEI) proposed by Carvalho, in favor of Scientific Literacy. For this, the following steps were developed: presentation of a problem situation; survey of students' prior knowledge; development of experimental investigative activities in a science center; application of scientific concepts developed through the use of a lever; self-evaluation; final evaluation using the PhET Colorado simulator. The steps developed enabled students to: organize / reorganize the information given; raise and test hypotheses; justify the answers given; predict / reassess results; explain the process and results used. Such actions are configured as indicators of Scientific Literacy used as parameters for the evaluation of the didactic sequence. The actions developed also enabled reflections on the importance of teaching intervention / mediation and the interaction between teacher, students and content. The results point to the need to plan continuous activities for teaching physics in non-formal education spaces in favor of Scientific Literacy.