Análise da aplicação de projeto de ensino de física com enfoque curricular CTS e metodologia de ensino-aprendizagem PBL na modalidade de educação de jovens e adultos

Abstract

This research work was carried out in order to analyze whether the STC curriculum approach and the PBL teaching-learning methodology contribute together to the learning of young people and adults. Analyzing the possibility of teaching physics using a teaching project with a teaching-learning methodology different from traditional classes, that is, an alternative that would make the students protagonists of their learning. To analyze the purpose of this dissertation, a teaching project with a STC (Science, Technology and Society) curricular approach was developed and applied using the PBL (Problem Based Learning) teaching and learning methodology, aimed at the high school students of the EJA modality Youth and Adult Education). The theme of the teaching project was chosen by the students in the classroom, being it the consumption of electric energy. In this teaching project, activities were developed that relate the objectives of the STC curricular approach and the PBL teaching-learning methodology, being: scientific literacy, writing development and decision making. To analyze the data collected in the activities of the teaching project, the methodology of data analysis in qualitative form was used. After analyzing the data collected, it was verified that the PBL teaching-learning methodology includes the STC curricular approach, because in this teaching project the student's learning was verified through the solution of a problem and, from this problem, the same ones needed to make the decision to save electricity. Thus, the teaching project analyzed in this dissertation is an example that the PBL teaching-learning methodology can be used with the STC curricular approach.