O ensino de física : um olhar para a educação Maker

Abstract

This study is part of the research line Methodologies and Educational Resources for Science Teaching, of the Stricto Sensu Graduate Program - Professional Master's Level in Science Teaching of the State University of Goiás (UEG). Due to internal and external factors, the teaching of Physics content has become a major obstacle for students, who feel unmotivated to understand the phenomena of nature addressed by the teacher only through the traditional method of teaching. The teacher/researcher, aware of the reality experienced by the students regarding the teaching learning process, sought to review his pedagogical practice, being the teacher the conductor of the teaching learning process. Most students today are born into a context of diversity of languages and technological products, educational or not. Such questions lead us to the following general objective, which is to investigate the contributions of the insertion of the Maker culture in Physics teaching guided by Project-Based Learning aiming at the active and autonomous participation of students in the teaching learning process. This is a qualitative research through a participant approach, which seeks the teacher's reflection about his pedagogical practice related to the teaching of Physics content, the use of technologies present in the school environment, in order to contribute to a more active participation of students. From the Participant Research - PP method, whose intention is that the teacher will add the technologies and the active methodologies, as a motivating factor for the construction of a teaching learning process that can be more effective regarding the learning of Physics contents. The teacher analyzing his pedagogical practice and the results achieved by the students proposed an action plan according to the phases of PP proposed by Le Boterf (1980). The mediation proposed in this research follows the socio-historical-cultural current, in which there is appreciation of all those involved in the teaching-learning process, emphasizing the importance of the use of technology in the school environment, making a link between teacher, student, and knowledge. The use of the elements of the Maker culture in education seeks to make students active in the teaching learning process, through stimulation and engagement, with the school having a role of plurality of methods and interventions that stimulate students to create, becoming next to the teacher subjects of first order. This study involved 504 (five hundred and four) students, distributed in twelve classes, 172 students in the 1st grade and 332 students in the 3rd grade of high school. With the use of the Maker methodology in education, students learn by doing, putting their hands in the dough, supported by Project Based Learning - PBA. In this research work we seek to develop a pedagogical practice that will contribute to the traditional education model and generate knowledge through the use of more flexible teaching practices. The research does not intend to exhaust the issue of the students' lack of incentive to learn Physics content, because the questions are numerous, but to raise elements that will clarify the problem. We conclude that the proposal of Maker education associated with digital and manual technologies, produces mobilizing conditions regarding its application in the classroom, helping in the learning of school Physics contents. With the application of the action plan there was an improvement not only in the students' participation during the classes, but also in their grades. It is important to point out that in relation to the active participation of the students, there is still a long way to go in the search for student protagonism.