Limites e possibilidades das atividades experimentais por investigação no ensino de física através da perspectica do ciclo da experiência de Kelly

Abstract

This work seeks to investigate the limits and possibilities of investigative practices in the Didactic Laboratory of Physics, through the analysis of the elaboration of experimental activities geared towards high school, by undergraduate students in Physics, in order to overcome the traditional perspective. To this end, a workshop was held to help students in the understanding and elaboration of proposals for experimental research activities, using as a methodological framework the Kelly Experience Cycle (Anticipation, Investment, Encounter, Validation and Review) in order to They understand the characteristics, objectives and structure of a research activity. During the Anticipation Phase, students' initial constructs regarding the objectives of the Science Laboratory were obtained and analyzed through the construction of the Repertory Matrix. In the Investment Phase, the graduates had to lecture on how they would perform an experimental activity. To do so, a comparison was made of the result of this phase with the table of levels proposed by Tamir (1991), thus identifying the investigative level of each proposal presented. The Phase of the Meeting focused on a debate in the classroom, where the graduates had to present advantages and disadvantages in relation to two hypothetical situations about practical activities. In the Validation Phase, discussions were held on the levels of research in practical activities. In this phase, the tables of investigative levels proposed by Tamir (1991) were reformulated. In the Review Phase, the licensees' proposals regarding the preparation of an investigative activity based on the content presented in the workshop were analyzed. The results showed that the investigative practices approach the science of the classroom with the science of the scientists, where the student becomes the subject of the actions, stimulating the critical scientific thinking, however the elaboration of investigative proposals on the part of the students stumbles in the difficulty Traditional practices.