Investigando a utilização de gráficos cartesianos como ferramenta para compreensão do conceito de movimento na 1ª série do ensino médio

Abstract

In this work, we investigated the elements considered by high school to analyze continuous and discreet cinematic graphs and how they relate this information with the movement which is represented by them. Another factor that we considered is the fragmentation, proposed by George Kelly, that was identified in students’ answers, through incoherent justifications given to different items of a same problem. Our sample was formed by nine students, of a stare public school located in Caruaru town. These students answered a written activity that contained five continuous cinematic graphs and two discreet cinematic graphs, and then, five of them interviewed using the technique of the Círculo Hermenêutico-Dialético (CHD). After that, we realized four workshops lasting two hours each, in order to review basic concepts on cinematic graphs. We applied, after the workshops, the same written activity and interviewed three of those students, using the same technique. The results pointed out that students present more difficulties when they work with continuous cinematic graphs than when they use discreet cinematic graphs. Among those difficulties, there is an emphasis on graph’s drawing. This work highlights the need to investigate how teachers approach Mathematics and Physics graph’s. This is due to the verification that students do not seem to have developed that basic competence and, the role of fragmentation in the learning process. The research objectives were reached, and our hypothesis was confirmed. We concluded that discreet cinematic graphs can be explored in Physics classes before continuous cinematic graphs, since they cause less understanding difficulties.