Força como interação : uma proposta de ensino fundamentada na teoria da aprendizagem significativa

Abstract

The present research, based on elements of the Significative Apprenticeship Theory, investigated which ways the strategy of a different teaching proposition about the strength as interaction helps in the apprenticeship of the students at 8th grade. The qualitative approaching offered the planning of a apprenticeship unit. Firstly, we identified the students previous knowledge referred to the theme in order to propose potentially significative activities objectifying, then, stimulate an evolution in the conception profile of the investigated students. A propitious atmosphere to the dialogue, questions and socialization was provided. The investigation used a questionnaire as data glean instrument: first, intermediate and final, as daily notes of student s oral speaking. The data were analyzed through the discursive textual analysis in a phenomenological- understanding approaching. We noticed that besides the cognitive aspects (apprenticeship of concept), there was an improvement at students autonomy and self-confidence.