A experimentação no ensino de Física e o desenvolvimento do pensamento crítico: um estudo sobre as Leis de Newton na 8ͣª classe

Abstract

This study analyzed how experimentation in Physics teaching contributes to the development of critical thinking among 8th-grade students, with a focus on the study of Newton's Laws. The research was conducted at Força do Povo Secondary School and involved two classes: a study group, which participated in experimental lessons, and a control group, which had traditional lessons, totaling 100 students. The adopted methodology was applied in nature, with a qualitative-quantitative approach and descriptive and explanatory objectives. Data were collected through questionnaires, direct observation, and semi-structured interviews, allowing for methodological triangulation to ensure greater reliability of the results. The results indicate that, before the intervention, both classes displayed low levels of critical thinking, especially in the skills of analysis, evaluation, and self- regulation. After the implementation of the experimental activities, it was observed, a significant advancement in the study group, with improvements in inference, explanation, and interpretation skills, curiosity, and active participation during classes. It is concluded that experimentation constitutes an effective strategy for the development of critical thinking and meaningful learning in the teaching of Physics. Its application promotes intellectual autonomy, scientific reasoning, and interest in the subject, contributing to the improvement of teaching quality and the formation of more reflective and critical students in the Mozambican school context