Sequência didática de tecnologias relacionadas à física baseada na motivação intrínseca entre alunos do Ensino Médio

Abstract

Learning theories have increasingly emphasized the importance of motivation in teaching and learning processes. The teaching of physics is characterized by content considered difficult to assimilate and often unattractive to the choices of young people. In this context, the need arises to investigate the students' motivations, which may be associated with the sciences and their technologies and, consequently, redefine their knowledge in the teaching of physics. This paper aims to propose a didactic sequence on technologies identified as very motivating or unmotivating. These technologies, associated with motivation in learning physics, were identified through a questionnaire adapted and validated in the present work. The applied questionnaire was domain 01 of the Perception of Motivation for Learning Physics by Application of Knowledge (PMAFAC). Domain 01 was applied to high school students from three schools of the state public school system in the city of Alfenas, southern Minas Gerais. The questionnaire covers technologies present in students' daily lives and can bring teachers to recognize the connections established between technologies and physical concepts. To validate the instrument, internal consistency, correlation and correspondence tests were applied. Reliability, correspondence and correlation analyzes showed satisfactory results, indicating the validity of the questionnaire. The technologies that were associated with greater motivation in learning physics were: WhatsApp, mobile phone, internet, video game, atomic bomb, airplane, among others. Subsequently, a didactic sequence was applied to the high school students of the public-school system of the city of Alfenas, MG, using some very motivating technologies (internet and mobile) and a technology (transistor) that was not very motivating for physics teaching. The results showed satisfaction of respondents to the motivating content choices and interest to the unmotivating technology. With this work, it is suggested that knowing and applying a knowledge-based didactic sequence on students 'intrinsic motivations about physics teaching through technologies close to them can improve learning, considering the students' level of motivation.