Acompanha: Raciocinal e empírico: caderno pedagógico / Este trabalho trata de uma pesquisa qualitativa sobre a mediação de roteiros no ensino-aprendizagem do experimento da segunda lei de Newton. Iniciamos a pesquisa com uma análise documental sobre a demanda histórica, procurando diagnosticar a produção de roteiros da segunda lei nos últimos 50 anos, baseados nos arquivos históricos do Colégio Estadual do Paraná, os resultados da investigação bibliográfica mostraram que não existiu evolução didático-metodológica em relação as orientações para a execução das práticas experimentais em torno da segunda lei de Newton. Mesmo com a evolução tecnológica e instrumental dos laboratórios já interfaceados com fotogates e computadores, os roteiros ainda privilegiam uma concepção de ensino tradicional de ciência altamente reprodutivista. Concluímos que desde os projetos como o PSSC (MIT), o de Harvard e outros que tinham uma base tecnicista e que propunham o aprendizado de Física tornando os estudantes pequenos cientistas, e que proporcionou aos estudantes muita habilidade motora e uma aprendizagem automatizada e, acabou negligenciando a parte cognitiva presente no processo entre observações e fatos, ao nosso ver isso corrobora com uma concepção de ensino de divulgação de ciência no estilo panfleto. Para nos auxiliar neste problema buscamos principalmente os estudos de Gaston Bachelard, Paulo Freire, Thomas S. Kuhn, Ian Hacking, Neill Postman e Kim Vicente. Problema delimitado propomos uma possível modificação do roteiro da segunda lei de Newton com uma sequência de atividades experimentais com plano de fundo de uma lei ou teoria associado à ciência normal no sentido de Kuhn, no qual os estudantes são provocados em resolver quebra-cabeças, propostos na problematização do roteiro promovendo uma possibilidade de entrelaçamento entre teoria e a prática, valorizando aspectos racionais e empíricos, de forma de aproximação, de tensão conciliadora e de retroalimentação. No método experimental artesanal e tecnológico associado a contextos e problematizações, apostamos na especulação complexa do aparelho experimental e das entidades da física relacionadas com a lei fundamental dos movimentos, com a intencionalidade da especialização na utilização dos aparelhos e do aumento do realismo científico das entidades manipuladas pelos estudantes. Como principais resultados que verificamos pela comparação de representações dos estudantes em questionários aplicados antes e depois da sequência de atividades, apontamos aspectos de uma evolução em maior ou menor grau do gênero de raciocínio associado à cultura do laboratório, com indícios de uma possível evolução do perfil epistemológico dos estudantes em relação as entidades da física manipuladas, através do aparelho experimental e dos elementos articuladores, entre eles o cálculo, no manuseio da linguagem físico matemática. / This assignment is a qualitative research on mediation scripts in the teaching- learning experiment of Newton's second law. We started the research with documentary analysis of the historical demand, looking diagnose the production of script about second law on last fifty years, based on the historical archives of the Colégio Estadual do Paraná. The results of the literature search showed that there was not didactic-methodological, development in relation the guidelines for execution of experimental practices around Newton's second law. Even with the technological and instrumental development of laboratories already interfaced with photogates and computers, the scripts still prefer a traditional school design highly reproductivist science. We conclude from since the projects as the PSSC (MIT), of the Harvard and others, who had a technical basis and that the proposed Physical learning becoming the students in little scientists. And which provided students with a lot of motor skills and an automated learning and, finishes up neglecting the cognitive part of this process between observations and facts, in our view this confirms a science of dissemination of teaching design in the pamphlet style. To help us in this problem we sought studies of Gaston Bachelard, Paulo Freire, Thomas S. Kuhn, Ian Hacking, Neill Postman and Kim Vicente. With the delimited problem, we propose a possible modification of the script of Newton's second law, with a series of experimental activities with the background plan of a law or theory associated with normal science in Kuhn's sense, in which students are challenged to solve puzzles. Problematized in script with a chance of entanglement between theory and practice, valuing rational and empirical aspects, promoting his approach, tension and feedback. In experimental method associated with contexts and problematizations, handmade and with technology, we bet on complex speculation, of the experimental apparatus and of the physical entities related to the fundamental law of motion, with the intentionality of the specialization in the use of equipment and the increase of the realism scientific of the manipulated entities by students. The main results that we see by comparing representations of students in questionnaires before and after the sequence of activities. We point out aspects of an evolution to a greater or lesser degree, gender of reasoning associated with the laboratory culture, with indications of a possible evolution of the profile epistemological of students regarding the physical entities manipulated by the experimental apparatus and the joint by calculation with the handling of physical mathematical language.

The aim of this study was to investigate the effect of an active learning approach (ALA) on the achievement of 11 th grade learners in Newton’s laws of motion, The case study was done in one school by comparing the achievement of learners in Newton’s laws of motion through an Active Learning Approach (ALA) with that of learners taught through Traditional Direct I nstruction (TDI) and to determine whether learners taught with ALA retained the material better than those taught with TDI. Two grade 11 classes in one school in the Queenstown District of the Eastern Cape were selected on their performance in two differen t tests and used as case study . The Force Concept Inventory was used to determine the achievements and retention of knowledge of the two groups. The effect of the active lear ning approach on the treatment group was also measured by ask ing each learner in t he group to complete a learner assessment of instruction form. The treatment group was also subjected to a classroom group interview. T he following information emerged from the study: i) Learners taught using the ALA achieved significantly better in FCI pos t - test than those taught with traditional direct instruction. ii) In the retention of knowledge test, the mean score of the learners taught using the ALA was 4.8% higher than those taught with TDI although insignificant. iii) Learners subjected to the ALA liked the instructional approach and as such put in extra time to learn. The findings suggest that the active learning approach had positive effect on the achievement of the Grade 11 learners and thus, can be adapted to enhance learning in the classroom. / Physics