TEACHING BY DIVERSIFIED PROJECTS: AN EXAMPLE IN ELECTRODYNAMICS

One of the biggest problems of Physics education is the discouragement of students to be forced to learn a subject that has no context for their education. This demotivation often causes Physics to be treated by them as pointless and meaningless. In this perspective the present work presents the teaching by projects in a diversified way (EPDF) where it proposes the teaching of Physics through three strands: History and Philosophy of Science (HFC), Science Technology and Society (CTS) and Physics with Technological Practice (FPT) where the goal is to provide autonomy for the student to choose how to learn the content of Physics that best fits their educational demands. In the first part of the research the students enrolled participated in the three strands at the same time to be analyzed the educational demands, while in the second part of the research the students chose the strands that they found most appropriate to their needs. During the three courses the students carry out small projects and finish the course building a newspaper where they could present a short research article and disseminate the works between the strands. Students also participated in a semi-structured research and it was possible to analyze their feed backs about the proposal and the experience lived during the course. The educational product contains a teaching sequence for each strand of lessons available in PDF format for teachers to use. The work showed promising results for bringing more motivation and commitment on the part of students during classes and for respecting the different educational demands of students.