LEARNING BY TEACHING AS A DIDACTIC STRATEGY TO APPROACH THERMAL PHYSICS CONCEPTS
DOI:
https://doi.org/10.22407/2176-1477/2024.v15.2513Keywords:
Learning by Teaching, Vygotsky, Physics Teaching, Thermology, Following teachingAbstract
This article aims to present the validation study of an educational product associated with a didactic sequence for the study of Thermal Physics, supported by Learning by Teaching and Vygotsky's Cultural-Historical Theory. The problematized reflection in this study is associated with the little emphasis given by teaching strategies to the possibility that the student can learn from the moment he teaches. To this end, a didactic sequence was organized emphasizing the processes of learning by teaching and social interaction, producing a support material for High School Physics teachers. The research developed deals with the evaluation of this material by a group of teachers who work in the mentioned discipline and level of schooling. As a result, the study points out the didactic feasibility of the material and its respective didactic sequence, as well as its potential in the search to promote a conducive environment to learning.
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