Desafios e estratégias alternativas para o ensino dos conceitos de electricidade em escolas sem laboratórios

Abstract

The teaching of electricity concepts represents a significant challenge in schools that lack laboratories and adequate teaching materials. This research aimed to analyze the difficulties in teaching some electricity concepts in such contexts, while also proposing viable pedagogical alternatives. In terms of objectives, it is an applied study with an explanatory character. Data collection instruments included questionnaires (administered as pre- and post-tests), demonstrative experiments, and interviews with selected students. Both quantitative and qualitative approaches were combined in the data analysis. The sample consisted of 141 students, with 71 in the experimental group and 70 in the control group. The results showed that, prior to the demonstrative experiments, students revealed considerable difficulties, often relying on rote memorization of the concepts. After conducting experiments with easily accessible materials, a notable improvement was observed in students‟ understanding of the investigated concepts. The research concludes that the absence of laboratories constitutes a real obstacle, but one that can be overcome through the use of alternative strategies, thus fostering meaningful learning in the teaching of Physics.