A sequência didática como metodologia de ensino e aprendizagem de conceitos físicos nas aulas de geografia

Abstract

The objective of this work is to present a Didactic Sequence (SD), as a teaching methodology applied in Geography classes. This teaching and learning tool must be able to provide students with a view of the content involved and the relationship between scientific knowledge and everyday life, providing scientific literacy. It is a strategy, a set of activities whose interventions are planned, step by step by the teacher, so that the understanding of the proposed content or theme is achieved by the students. Scientific experience is understood as an action that contradicts common knowledge. It is necessary to track the students' previous opinions and then put them to the test through a problem situation that promotes the development of their scientific spirit. We formulate the Didactic Sequence based on the analysis of the perceptual segment, that is, we order, structure and articulate activities to require an active role of students, offering elements so that they can be agents of meaningful learning.