Laboratório interdisciplinar de transformação de energia para ensino de ciências no 9º ano do ensino fundamental

Abstract

The teaching of Physics, aligned with the understanding of environmental changes and the need for environmental preservation, in addition to promoting effective learning about natural phenomena, can significantly contribute to overcoming the problems faced by contemporary society. Currently, there is a widespread perception in the school community that Physics content is complex and difficult to understand, with students not perceiving its usefulness in everyday life. This is largely due to an approach that prioritizes the mathematical interpretation of content, thus disengaging students. This work proposes the development of an investigative teaching sequence to explore energy transformations in the ninth grade of elementary school, in a comprehensive manner, integrating Physics, Biology, and Chemistry content. The proposal utilizes inquiry-based learning with simple experiments made from recyclable materials, making students the protagonists of their own learning. Reusing materials to reduce the increase in waste on the planet is a strategy to build low-cost experimental classes, as well as to stimulate students' interest in environmental preservation. The first contact with Physics generally occurs in the ninth grade of elementary school, a crucial moment for shaping students' perception of the subject. This proposal aimed to make students perceive Physics in a more organic way, integrated with the issues of the world they live in, reducing the fear they carry into high school. At the end of this work, we promoted a more effective and enjoyable scientific learning experience for the students.