DIAGNÓSTICO E ANÁLISE INTERVENCIONAL DA APRENDIZAGEM SIGNIFICATIVA DE FÍSICA ACÚSTICA NO ENSINO DA CONSTRUÇÃO CIVIL

Abstract

This work intent to diagnose and analyze the previous knowledge of the subject of Acoustics in Physics context in first year students of Civil Engineering course. This work focused in significant learning of the Ausubel theory, enabling a better diagnosis of the results of the questionnaires applied to students. Propose a quantitative and qualitative diagnosis of form and content to the teaching and learning process of the subject of acoustics. Questionnaires were applied to an analysis of the degree of associativity of previous knowledge from school and the many students’ life experiences. In this context it is possible to identify the multiple forms of construction of "expertise" in the form of multiple alternatives conceptions to formal scientific knowledge. Such maps of associativity allowed educational strategies and pedagogy, as well as the choice of educational tools for a contextualized and adapted to prior “knowledge” diagnosed.

Index Terms - Acoustic Physics, significant learning,previous knowledge, Acoustic Comfort.