Ensino de hidrostática voltada para irrigação de frutos e hortaliças, através da aprendizagem significativa

Abstract

Physics education has been changing over the years. Many official reports show that there are some needs to seek new teaching methods. Traditional method is not the most suitable to describe our reality. Keeping that in mind, the present study proposes observations about behavior changes of the students enrroled in physics classes in a Food Technology High School course at Instituto Federal de Educação, Ciência e Tecnologia located in state of Rio Grande do Norte, Brazil, after the adoption of the Ausubel's Meaningful Learning Theory as alternative method. This case report shows a qualitative investigation exploring the contextualization of the physics teaching on the crops such as vegetable gardens and orchards. Students were exposed to real experiences provided a facilated learning of the concepts of hydrostatics in both theoretical and practical classes. Our results reveals the majority of students presented meaningful learning and attended in practical activities. This search yielded other results as presented in state and national events, production of low-cost irrigation materials and workshops offered in the cities of Rio Grande do Norte and Ceará.