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Revista electrónica de investigación en educación en ciencias

versión On-line ISSN 1850-6666


PANTOJA, Glauco Cohen  y  MOREIRA, Marco Antonio. Investigando a implementação de uma Unidade de Ensino Potencialmente Significativa sobre o conceito de Campo Magnético em disciplinas de Física Geral. Rev. electrón. investig. educ. cienc. [online]. 2019, vol.14, n.2, pp.01-17. ISSN 1850-6666.

In this work we present the results of the application of two Potentially Meaningful Teaching Units (PMTU) to teach the concept of Magnetic Field in an undergraduate level, Basic physics, electromagnetism discipline. We implemented the PMTU in twelve classes divided in expository-dialogued classes in which we presented the content in a synthetic way, to which we designed 40 percent of the total class time, and in problem-solving activities in which we put students to interact among themselves, to which we attributed 60 percent of the total class time. To analyze data, we borrowed Bardin's Content Analysis procedures and we considered as possible inferred variables students' conceptualization modes, structures of Operatory Invariants possibly used by them. Using the theory of Conceptual Fields to analyze data, it was necessary to establish an initial construction of a Conceptual Field for the concept of Magnetic Field, a construction based upon situations' epistemological parameters. To turn it possible to evaluate Meaningful Learning evidences, we found four broad classes of Situations, from whose two are discussed in this work, namely, Description of Magnetic Interactions and External Symbolic Representation of the Magnetic Field. Based on that we could note, when implementing the PMTU, prior knowledge elements enclosed in possible schemas, nearly similar to the ones identified in literature, that is, the ones conceiving the ideas of identity between Magnetic and Electric Interactions and of Magnetic Field as operational entities, in situations in which it was necessary to Describe Magnetic Interactions, and of Magnetic Fields as similar to the Electric Field, in situations in which it was necessary to Symbolically Represent the Magnetic Field. Throughout the PMTU we evidenced a continuous process of construction of new forms of conceptualization which were closer to the scientific ones, something indicating the PMTU as possible Didactic Strategies to facilitate Meaningful Learning.

Palabras clave : PMTU; Meaningful Learning; Magnetic Field.

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