A DIALOGUE BETWEEN THE ROGERIAN TRIAD AND VYGOTSKY'S SOCIOINTERATIONISM IN TEACHING MECHANICAL ENERGY CONSERVATION

Abstract

This work describes the teaching experience obtained in the application of a didactic workshop
regarding the activities carried out in the Pedagogical Residency Program of the Physics Degree
Course at the Federal Catarinense Institute (IFC) - Campus Concórdia. The target audience was
37 students from the first year of the Technical Course in Agricultural Integrated to High School.
The didactic sequence included five low-cost experimental practices involving the theme
"Mechanical Energy and its Conservation". The methodological approach was qualitative and
for data collection, instruments were used as direct observations during the time of classes and
questionnaires. To this end, there were two theoretical contributions, the Rogerian triad of humanist
Carl Rogers: Authenticity in the learning facilitator; Valuing, accepting and trusting and empathic
understanding, which gives the teacher a facilitating character in the teaching-learning process,
and Vygotsky's socio-interactionist theory, in which social interaction is the primary vehicle in
conceptual reconstruction. The main objective was to verify how the Rogerian triad and sociointeractionism
contribute to the teaching-learning of the Conservation of Mechanical Energy through experimental
practices with low-cost materials. The class was organized into six groups, which participated in a circuit
of experiments, thus, all students were given the opportunity to interact with the proposed experimental practices.
As a result, it can be seen that in addition to student motivation, there was a considerable influence on students'
conceptual rework.