An Experiment-Based Teaching Strategy to Improve the Teaching and Learning Process of Kirchhoff’s Laws in the 10th Grade at the Lobito Polytechnic Institute: A Case Study in Angola
Today, advances in science and technology have a significant impact on everyday life in society. In this context, it is essential that students develop skills that enable them to understand natural phenomena and address the challenges of the environment in which they live. Experimentation, combined with the Science, Technology, Society, and Environment (STSE) approach, is an important pedagogical resource for promoting more meaningful learning in physics education. This paper presents the classroom experiment as a teaching tool that enables teachers to integrate theory with practice when teaching Kirchhoff’s Laws. These laws, applied to the study of complex electrical circuits, are highly relevant for understanding various phenomena in electromagnetism and electronics. Based on an analysis of the difficulties in the teaching-learning process of these laws, the following research question was formulated: How can the teaching-learning process of Kirchhoff’s Laws be improved in the 10th grade at the Lobito Polytechnic Institute? In light of this, the objective of this dissertation is to develop an experiment-based teaching strategy for teaching Kirchhoff’s Laws in the 10th grade at the Lobito Polytechnic Institute. The proposal is grounded in the use of experimental activities as a means to foster the integration of theoretical and practical knowledge, contributing to the development of meaningful learning. Furthermore, experimentation serves as a motivating factor that stimulates students’ interest in physics and strengthens their scientific education. Scope: Experiment-based teaching strategy in physics education.
An Experiment-Based Teaching Strategy to Improve the Teaching and Learning Process of Kirchhoff’s Laws in the 10th Grade at the Lobito Polytechnic Institute: A Case Study in Angola
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DOI: https://doi.org/10.22533/at.ed.1153312611034
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Palavras-chave: Teaching strategy; experimentation; physics teaching-learning process; Kirchhoff’s laws; Science, Technology, Society, and Environment (STSE).
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Keywords: Teaching strategy; experimentation; physics teaching-learning process; Kirchhoff’s laws; Science, Technology, Society, and Environment (STSE).
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Abstract:
Today, advances in science and technology have a significant impact on everyday life in society. In this context, it is essential that students develop skills that enable them to understand natural phenomena and address the challenges of the environment in which they live. Experimentation, combined with the Science, Technology, Society, and Environment (STSE) approach, is an important pedagogical resource for promoting more meaningful learning in physics education. This paper presents the classroom experiment as a teaching tool that enables teachers to integrate theory with practice when teaching Kirchhoff’s Laws. These laws, applied to the study of complex electrical circuits, are highly relevant for understanding various phenomena in electromagnetism and electronics. Based on an analysis of the difficulties in the teaching-learning process of these laws, the following research question was formulated: How can the teaching-learning process of Kirchhoff’s Laws be improved in the 10th grade at the Lobito Polytechnic Institute? In light of this, the objective of this dissertation is to develop an experiment-based teaching strategy for teaching Kirchhoff’s Laws in the 10th grade at the Lobito Polytechnic Institute. The proposal is grounded in the use of experimental activities as a means to foster the integration of theoretical and practical knowledge, contributing to the development of meaningful learning. Furthermore, experimentation serves as a motivating factor that stimulates students’ interest in physics and strengthens their scientific education. Scope: Experiment-based teaching strategy in physics education.
- José Edson Pires Abílio
- Júlio Domingos João
