Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T18:25:28Z No. of bitstreams: 1 2017 - Nat?lia Alves Machado.pdf: 3771402 bytes, checksum: 7e4676cbdd43a00d5d92a31b0864721c (MD5) / Made available in DSpace on 2018-06-13T18:25:28Z (GMT). No. of bitstreams: 1 2017 - Nat?lia Alves Machado.pdf: 3771402 bytes, checksum: 7e4676cbdd43a00d5d92a31b0864721c (MD5) Previous issue date: 2017-02-10 / A large amount of students come to high school having great difficulties to understand the basics Physics contents, precisely because they did not truly understand the basics concepts, such as the elementary operations and etc. It turns into be one of the biggest challenges faced by us, the teachers, in the classroom, who seek to make classes attractive and meaningful for the students learning process. In the search to make the process more cooperative, that is to say, by having students actively participating in the discussion of themes several techniques have been developed. In this paper, we will discuss some fundamental concepts in Physics ? magnitudes and its measurement units, length, ratio and proportion, area and volume ? in the attempt to investigate how students understand these concepts and how some tangible activities done inside the classroom with students of any school year help them to set more advanced and abstracts Physics concepts. Elaborating simple and concrete material brings many possibilities either for students or for teachers. With the handling and experimentation of these materials, students will understand the basic phenomena associated to it, so teachers could rethink their own lessons, in addition to discuss with the students how they need to go through the concrete ?thought? so they can think of the magnitudes in a more abstract way, which we do, in most cases, in Physics teaching. Thereby this paper exposes a wide-ranging discussion about the need and the importance of the concrete to improve students learning in order to enhance classes, stimulate the students and enable them to be able to appropriate the themes that are presented to them in Physics. / Muitos alunos chegam ao Ensino M?dio com uma grande dificuldade de entender os conte?dos b?sicos de F?sica, justamente por n?o terem aprendido de maneira concreta os conceitos b?sicos, como por exemplos as unidades de medidas, as opera??es b?sicas etc. Isto acaba se tornando um dos maiores desafios enfrentados por n?s, professores, nas salas de aula, que buscamos tornar as aulas atrativas e significativas para a aprendizagem dos alunos. Na busca por tornar o processo mais colaborativo, isto ?, fazendo com que os alunos participem da discuss?o dos temas, muitas t?cnicas t?m sido desenvolvidas. Neste trabalho ser?o discutidos alguns conceitos basilares em F?sica? grandezas e suas unidades de medidas, comprimento, raz?o e propor??o, ?rea e volume - na tentativa de investigar como os alunos compreendem esses conceitos e como algumas atividades concretas realizadas em sala de aula, com alunos de qualquer ano escolar, ajudam a formar conceitos mais avan?ados e abstratos da F?sica. Elaborar materiais concretos simples traz muitas possibilidades, tanto para alunos quanto para os professores. Com a manipula??o e experimenta??o desses, os alunos compreender?o os fen?menos b?sicos envolvidos, j? os professores poder?o repensar suas aulas, al?m de discutir como os alunos necessitam passar pelo ?pensamento? concreto para ent?o conseguir pensar nas grandezas de forma mais abstrata, o que fazemos, na maior parte das vezes, no Ensino de F?sica. Deste modo, pretende-se expor uma ampla discuss?o sobre a necessidade e import?ncia do concreto para melhorar a compreens?o dos alunos, com o intuito de melhorar as aulas, estimular os alunos e fazer com que esses sejam capazes de se apropriar dos temas que s?o apresentados a eles na F?sica.