{"id":190,"date":"2021-09-08T09:24:25","date_gmt":"2021-09-08T12:24:25","guid":{"rendered":"https:\/\/revistabrasileiradefisica.com\/rbf\/?p=190"},"modified":"2021-11-16T14:55:50","modified_gmt":"2021-11-16T17:55:50","slug":"o-experimento-como-ferramenta-fixadora-de-conhecimento","status":"publish","type":"post","link":"https:\/\/revistabrasileiradefisica.com\/rbf\/2021\/09\/08\/o-experimento-como-ferramenta-fixadora-de-conhecimento\/","title":{"rendered":"O experimento como ferramenta fixadora de conhecimento"},"content":{"rendered":"\n

The experiment as a fixing tool of knowledge<\/em><\/h4>\n\n\n\n

DOI<\/strong>: 10.5281\/zenodo.5336726<\/a><\/em><\/p>\n\n\n\n

Pedro Joaquim Silva<\/strong>
ORCID<\/a> |<\/em> Lattes<\/a> |<\/em> E-mail<\/a><\/em><\/p>\n\n\n\n

Denise Aparecida Enes Ribeiro<\/strong>
ORCID<\/a> |<\/em> Lattes<\/a> | E-mail<\/a><\/em> <\/p>\n\n\n\n

Resumo: <\/strong>Neste trabalho apresenta-se uma proposta alternativa que visa promover a melhoria da transposi\u00e7\u00e3o de conhecimento por meio de uma ferramenta pr\u00e1tica: a experimenta\u00e7\u00e3o. Apresenta as dificuldades enfrentadas devido \u00e0 precariedade estrutural que interfere diretamente na formula\u00e7\u00e3o do conhecimento por parte do aluno. Possui uma abordagem pr\u00e1tica de conceitos contendo certo teor de abstra\u00e7\u00e3o na sua forma apresentada em sala de aula. Aplicando uma metodologia construtivista por meio de praticas que permitam motivar o aluno a buscar cada vez mais informa\u00e7\u00e3o e formular seus pr\u00f3prios conceitos com base em conhecimentos cient\u00edficos, deve-se levar em conta para executar as atividades o conhecimento pr\u00e9vio de cada aluno, bem como o seu contexto sociocultural, processo de forma\u00e7\u00e3o do conhecimento de acordo com a teoria do desenvolvimento cognitivo. O desenvolvimento de experimentos em sala resgata a autoestima do estudante e trabalha a sua parte psicomotora o que se inicia na arrecada\u00e7\u00e3o dos materiais para confec\u00e7\u00e3o dos experimentos e termina na realiza\u00e7\u00e3o do experimento, processo que resulta numa aprendizagem mais significativa para o aluno, com efetiva apropria\u00e7\u00e3o de conhecimentos cient\u00edficos.
Palavras-chave:<\/strong> ensino de f\u00edsica; experimento, motiva\u00e7\u00e3o.<\/p>\n\n\n\n

Abstract: <\/strong>In this work he comes an alternative proposal that seeks to promote the improvement of the knowledge transposition through a practical tool: the experimentation. She presents the difficulties faced due to the structural precariousness that it interferes directly in the formulation of the knowledge on the part of the student. It possesses a practical approach of concepts containing certain abstraction tenor in his form presented at classroom. Applying a methodology constructivist through you practice that they allow to motivate the student to look for information more and more and to formulate their own concepts with base in scientific knowledge, it should be taken into account to execute the activities each student’s previous knowledge, as well as his sociocultural context, process of formation of the knowledge in agreement with the theory of the cognitive development. The development of experiments in room rescues the student’s self-esteem and he works his part psychomotor that begins in the collection of the materials for making of the experiments and it finishes in the accomplishment of the experiment, process that results in a more significant learning for the student, with effective appropriation of scientific knowledge.<\/em>
Keywords: <\/strong>teaching of physics; experiment; motivation.<\/em><\/p>\n\n\n\n

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The experiment as a fixing tool of knowledge DOI: 10.5281\/zenodo.5336726 Pedro Joaquim Silva ORCID | Lattes | E-mail Denise Aparecida Enes Ribeiro ORCID | Lattes […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mi_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0},"categories":[46],"tags":[48,49,50,51,47],"_links":{"self":[{"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/posts\/190"}],"collection":[{"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/comments?post=190"}],"version-history":[{"count":3,"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/posts\/190\/revisions"}],"predecessor-version":[{"id":251,"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/posts\/190\/revisions\/251"}],"wp:attachment":[{"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/media?parent=190"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/categories?post=190"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/revistabrasileiradefisica.com\/rbf\/wp-json\/wp\/v2\/tags?post=190"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}