Frequency of the usage of learning strategies associated to meaningful learning by Physics teachers

study involving students’ perception

Abstract

This article reports a study carried out with high school students of the first year in three public schools of Rio Grande do Sul. The objective was to identify how often teaching strategies associated with Meaningful Learning are used in classes of the Physical curricular component. The research sample included 201 students from ten classes, under the direction of five teachers. Data collection took place through questionnaires structured on a five-point Likert scale and with 46 assertions divided into six categories (Open Work, Motivation, Environment, Creativity, Conceptual Map and Curriculum Adaptation). The questionnaire was a translation and adaptation of another already prepared and validated in the literature based on that discussed in the Ballester Method, regarding didactic actions associated with promoting meaningful learning. The data indicate that in terms of teaching strategies linked to the Ballester Method, the investigated teachers tend to use the variables mentioned by Ballester, however, some of them proved to be below the desired level, as is the case with the Means and Conceptual Map.