دانلود کتاب Aprendizagem baseada em casos nas aulas de física do ensino médio

Abstract: It is considered a didactic experience in which I investigate the Case Based Learning (CBL) as a teaching strategy in Physics in a public high school of Campinas in which I was concurrently professor and researcher for three years. The ABC is an active teaching strategy based on the student, and use cases about persons facing decisions and dilemmas, and students are motivated to get acquainted with characters e circumstances to understand the facts, values and contexts intended presenting a solution that supposes a position, a decision. Dealing with a Case, the student develops some expertise and ability beyond the knowledge and concepts mobilized to solution. On this paper, I elaborate two Cases: best system to a hot bath and cheap and aliment irradiation. With the knowledge and questions previously developed in the CBL we work up with Physics subjects related with Cases expected for the previously two months. Classes and students texts analysis made clear Physics knowledge apprenticed and the student's develop of expertise and ability. They can communicate better their ideas, show better capacity to analyze complex problems more critically; it's possible to realize a change in their capacity to make decisions as something personal; they're more curious; they're interest in learning tend to get better, as well their respect for other's opinions, attitudes, beliefs. Some read texts to deepen in the subject months after the end of the classes. Discussions about the Case during the breaks are common and some reported have conversations in their homes and friends. In spite of the pointed limitations, I believe the CBL's use demand from student the previously subjects mobilization connected with new knowledge to the Case's solution, promote an integrate learning of the daily knowledge of the student with scientific information, Physics learning which makes the students able to apply the apprentice to learn not just natural phenomenon around them, but also the technologies with their relevant socials consequences. I believe CBL a promising teaching strategy the Physics teacher can use in High School, contributing to a more significant apprentice, extending the horizon of meaning of Physic's daily knowledge, mainly for those who will not be physics. I share this experience and conclusions with the readers who are interest in CBL in Physics High School classes, and a look for those who try to comprehend how a teacher can proceed in his professional progress using a new teaching strategy with the students. The evidences shown CBL promotes the teaching and the apprentice pointed in literature also in Physic's classes in High School