THE CONSERVATION OF ENERGY AS THE CORE OF A UNIVERSITY EDUCATIONAL PROPOSAL: ASSESSMENT THROUGH METHODOLOGICAL THEORETICAL TRIANGULATION

Abstract

In today's university, independent, interactive learning and autonomous work are essential. Thus, this research proposed to resignify the teaching of physics in health sciences careers, taking energy conservation as the axis of teaching and learning. The educational reconstruction model was used, assuming as theoretical references: Pedagogical Knowledge of Content (Schulman), Meaningful Learning (Ausubel) and Activity Theory (Engeström). Starting from a diagnosis on knowledge of physical concepts and competences of the university student, from the analysis of the curricular design of the career, of recovered physics contents and their importance, an educational proposal was designed and implemented, focused on the conservation of energy. The teaching and learning environment was conceived with both face-to-face and virtual educational strategies, adapted to student behaviour, enabling different ways of learning. After six months of completing the physics course, tests were carried out, in order to interpret the degree of competencies and knowledge achieved, as well as its relationship with the results of the diagnostic evaluations. Within this framework, the objective of this article was to assess indicators of relevance of the educational model adopted, through a theoretical-methodological triangulation. Qualitative and quantitative methods were used, evaluating instances before, during and after the implementation of the proposal, from various actors and instruments. The main results evidenced educational relevance and significant learning, with improvements in academic performance. Curricular modifications were proposed, considering the voices of the actors and possible links with other disciplines.