The teaching of Physics in the discipline of Science at the fundamental level: reflections and feasibility of project-based teaching

Abstract

This paper presents a narrative and reflections about the use of the education in Science in the elementary school through project-based teaching. This strategy is defended here under two distinct arguments: first, as a feasible possibility of introducing concepts, notions and physical principles, especially at the elementary level where, often, teachers do not have specific formation in Physics; secondly, project-based teaching may be an alternative to diversify the evaluation of science learning in order to achieve a more formative, continuous and aligned process with public policies. The context of the study is that of a public school in the capital of Rio Grande do Sul, which operates with the system of cycles in elementary education. The theoretical-methodological framework was based on ideas by Hernández and Ventura (1998) and in the David Ausubel’s Theory of Significant Learning. Some implications of using this strategy indicated that it is useful to introduce and stimulate the study of Physics subjects and concepts and to deconstruct certain misconceptions about Physics that commonly permeate scientific education.