THE MAKER CULTURE AS A STRATEGY FOR DIDACTIC TRANSFER IN THE TEACHING OF ELECTRICITY AND MAGNETISM: A STRUCTURED THEMATIC REVIEW
DOI:
https://doi.org/10.63330/armv1n10-012Keywords:
Maker Culture, STEM, Electricity and Magnetism, Didactic Transposition, Thematic ReviewAbstract
The teaching of Electricity and Magnetism (E&M) in secondary education is characterized by high conceptual abstraction, which leads to persistent difficulties in transposing theoretical knowledge into practical application. This Structured Thematic Review aimed to analyze how the adoption of Maker Culture and active methodologies can influence the formation of practical and conceptual skills in E&M. The methodology involved a rigorous search in scientific databases (such as CAPES Journals Portal, Scopus, Web of Science, IEEE Xplore, and Google Scholar), resulting in the analysis and synthesis of a corpus of 23 articles. The findings indicate that the central premise of the study is validated: active interventions (including Peer Instruction, CBL, interactive simulations, and Augmented Reality) demonstrate improvement in conceptual acquisition and the development of systemic thinking and "knowledge work" competence. Maker Culture establishes a robust link between theory and practice, proving to be an effective strategy for overcoming the inherent abstraction of the subject. However, the full implementation of this approach depends on investments in teacher training, as didactic insecurity regarding E&M conceptual mastery persists. Future research is suggested to explore the efficacy of these methodologies in specific curricular contexts.
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