This work is the result of a pioneering study to apply an active learning methodology of constructivist inspiration to address some misconceptions more present in mechanics, in youth and adults classes of Rio de Janeiro state school. The methodology used was called POE (Predict-Observe-Explain), based on cognitive conflict, e.g. for each subject matter, students are encouraged to expose their knowledge and subsequently confront them with videos of experiments and simulations. The methodology was evaluate by a standardized test for the following purposes: to identify the previous ideas of students about different topics addressed and check overall learning gain by comparing scores before (pretest) and after (post- test) lessons. The results obtained for the overall learning gains show a lower performance than expected for this type of methodology described in the literature for undergraduate classes. However, there are clear indications that social factors such as the age group of students and work activities outside the educational environment influence the teaching-learning process. Quantitative analysis of test results separated by themes indicates a significant increase in the understanding of some specific topics, in particular the law of action and reaction and the relationship between net force and acceleration. In addition, the notes taken by students in so-called worksheets showed a qualitative evolution of understanding of some basic concepts of mechanics, such as speed, acceleration and net force.
Keywords:
youth and adult education; POE methodology; alternative conceptions
