Abordagens interdisciplinares no ensino de física: o conceito de energia e fenômenos de rotação aplicados a diferentes áreas do conhecimento

Abstract

In the context of Physics Education, interdisciplinary classes can stimulate the development of skills such as critical thinking, problem-solving, collaboration and communication. When working with interdisciplinary themes, students are challenged to think more broadly and apply knowledge from different disciplines to solve complex problems. Interdisciplinary themes tend to be closer to students' reality, making learning more interesting and relevant. This can increase engagement and motivation to learn. The concept of Energy and the phenomena of Rotation are manifested in fundamental laws, such as the principles of conservation of energy and angular momentum. In an interdisciplinary study, the themes of Energy and Rotation are of utmost importance, both in classical and modern physics. Energy from food is essential for the functioning of the human body, being obtained from the nutrients present in the food we consume, especially carbohydrates, proteins and fats. In turn, the rotary movement of rigid bodies around a fixed axis is a model applicable to rotation situations, as in the case of centrifugation. Given the topics presented, this dissertation aims to apply a systematic didactic sequence to a second-year high school class in a school located in the city of Parnamirim/RN. The theoretical basis for this work is based on the Three Pedagogical Moments (3MP) and David Ausubel's meaningful learning, in addition to the CTSA (Science, Technology, Society and Environment) approach, allowing the division of the didactic sequence into two moments, with four meetings each, totaling eight classes and 400 minutes in total. An applied and dynamic approach is then proposed, with the use of evaluative questionnaires, case studies, easily accessible experiments and, in addition, virtual simulation with the PhET software from the University of Colorado, USA. After applying the educational product, it was evident that the previously outlined objectives were satisfactorily achieved. During the activities, we obtained results consistent with the proposal developed and presented to the students. Therefore, the data and clippings collected for analysis during the application of the didactic sequence proved to be positive in the context of integrating these concepts in a practical, playful and meaningful way.