Abstract
In this paper we present a set of didactic activities (DA) of Physics, mediated by hypermedia educational resources, that approach electrical energy in homes, relating Physics contents from Electrodynamics. For this, we consider the importance to recontextualize scientific knowledge – explained by several authors and by the official documents aimed at the high school of Physics – that allows students deal with the situations they experience or may experience, many of them new and original. In this context, the DA were structured with the theoretical-methodological basis of the Cognitive Flexibility Theory (CFT), that emphasizes the development of cognitive flexibility (CF) as essential in the construction, organization and restructuring of knowledge in the face of new situations and contexts of use. Throughout the text, we describe the steps related in the planning of activities, as well as analyzing the advances and obstacles in structuring them in accordance with the assumptions of the TFC. The potentialities of DA are also discussed, with an emphasis on their contribution to the development of CF within the scope of high school.
Keywords:
Didactic activity of Physics; hypermedia; cognitive flexibility; high school; electrodynamics