Aprendizagem Baseada em Problemas: um roteiro para o ensino de termodinâmica na educação básica

Abstract

In this paper we have aimed to develop and apply an educational product taking the Problem-Based Learning (PBL) methodology as base for teaching Physics in Basic Education. Considering one of the variations of the method, known as Partial PBL, we have developed a module composed of two problems for teaching the First Law of Thermodynamics that was applied in three classes of Sophomore year at a public High School in the interior of São Paulo state. In addition to the theoretical references of PBL we rely on the Vigotskian theory to explain Teaching-Learning process, specifically in the social interactions through which the construction of concepts happens. We have described the problem development process, its application and the learning perception by both students and teacher. As a result, their narratives allow us to infer that the product was well received by students, occurring a change in interactions between teacher and students as well as partial appropriation by students of the physical concepts explored in the product. Our experience corroborates the references consulted about the difficulties of applying the PBL method in regular schools, so we consider that the applicability of this educational product, although possible in any school model, can be more useful in full-time schools.