A CULTURA MAKER COMO ESTRATÉGIA DE TRANSPOSIÇÃO DIDÁTICA NO ENSINO DE ELETRICIDADE E MAGNETISMO: UMA REVISÃO TEMÁTICA ESTRUTURADA
DOI:
https://doi.org/10.63330/armv1n10-012Palavras-chave:
Cultura Maker, STEM, Eletricidade e Magnetismo, Transposição Didática, Revisão TemáticaResumo
O ensino de Eletricidade e Magnetismo (E&M) no Ensino Médio é marcado pela alta abstração conceitual, o que gera dificuldades persistentes na transposição do conhecimento teórico para a aplicação prática. Esta Revisão Temática Estruturada objetivou analisar como a adoção da Cultura Maker e metodologias ativas pode influenciar a formação de habilidades práticas e conceituais em E&M. A metodologia envolveu uma busca rigorosa em bases de dados científicas (como Portal de Periódicos da CAPES, Scopus, Web of Science, IEEE Xplore e Google Acadêmico), resultando na análise e síntese de um corpus de 23 artigos. Os achados indicam que a premissa central do estudo é validada: intervenções ativas (incluindo Peer Instruction, CBL, simulações interativas e Realidade Aumentada) demonstram melhoria na aquisição conceitual e no desenvolvimento do pensamento sistêmico e da competência para o "trabalho do conhecimento". A Cultura Maker estabelece um elo robusto entre teoria e prática, sendo uma estratégia eficaz para superar a abstração inerente ao tema. Contudo, a plena implementação dessa abordagem depende de investimentos na capacitação docente, que ainda demonstra insegurança no domínio conceitual de E&M. Sugere-se que pesquisas futuras explorem a eficácia dessas metodologias em contextos curriculares específicos.
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