O ensino de física embasado na aprendizagem significativa e no uso de energias renováveis.

Abstract

The Phisics Classic that is taught in high school was a construction of many es thinker and overtake or its height to more than three century with the publication of the book "Principles of Natural Philosophy Mathematic" Isaac Newton is considered to date a milestone in the history of science , but this physics could not explain all the phenomena of nature, then arises in the early twentieth century Max Planck withsu energy quantization of the theory, quantum physics and was usage ada to explain ramong many things as a semiconductor material (silicon) could be used in photovoltaic panels to turns sunlight into electricity. Pops up a question about the need for curricular changes , so we could explain how quantum mechanics contributed to the development of modern technologies that are present in all the electronic equipment that we use in our daily life. Our praxis as a teacher also needs to change and aggregate the new ways of teaching and learning in which the contents taught must have meaning for the student by providing an evolution in their cognitive capacities, for this we need new evaluation tools and the Conceptual Maps proposed by Novak, Gowin (1984) are particularly appropriate since they were idealized from the concepts of David Ausubel's Significant Learning . Renewable Energies are a theme that permeates all disciplines, imposing a dialogue among teachers in an interdisciplinary way so that these concepts contribute to the scientific training of these students. How to generate renewable energy for more than 1 billion people in the world is a challenge in which science plays a central role, this discussion that goes beyond a technical question, is much more than that,without electricity some communities regions and even countries they will continue to be condemned to starvation and underdevelopment by contrasting with regions where resources are wasted in irrational consumerism. In this project, students' knowledge was evaluated through qualitative maps and, in response to how they generate electricity for riverside communities in their municipality, they were encouraged to produce scientific knowledge in an interdisciplinary approach. Our conclusions by comparing these Conceptual Maps point to a formation during the process where the error is also exploited and when these maps are redone, we verify that more elaborate concepts are integrated and are perceived new interrelations that before the students did not possess thus indicating evolution in the acquisition of knowledgee.