Joint Teaching: An active learning strategy in physics teaching – A case study (original) (raw)

Background: The study of innovative pedagogical practices is applied in different teaching methods in order to try to raise the quality levels of students today. Objective: Aiming to minimize rejection in the teaching of physics in secondary school at the Instituto Federal do Alagoas (Federal Institute of Alagoas/IFAL)-Campus Murici, and to maximize the student's learning, we have proposed here a modification in the system of pedagogical practice currently used in that course. Although several existing teaching techniques can be applied, we have presented an innovative model of "joint teaching" (JT). The initial idea of this model consists of the participation of committees formed by students (monthly compositions) so that they participate actively in the process of production of teaching material and in the lesson planning, from the type of content explanation to the continuous evaluation model. This proposal emerges from the constant lack of interest of the students in the physics classes at IFAL-Campus Murici, as well as students' poor performance and the content absorbed qualitatively and quantitatively. However, in our proposal we use a powerful tool, without redemption of interest, of the students in the discipline in question-the engagement in the processes. In order to generate this commitment, we decided to implement a strategy of "empathy generation" to build a solid and close relationship with these students. This type of relationship establishes a change of behavior and through this change we aim to impact these young minds to provide a better future for themselves. Results: We hope that, with the application of this model, due to the guarantee of students' involvement with the continuous construction of knowledge, the increase of commitment in the classes will occur. This type of participatory practice will ensure that students can acquire more knowledge and, consequently, obtain more results in their professional training and all the benefits generated by the learning in the physics classes of the propaedeutic branch. Conclusion: The use of the Respect Model for people management as a proposal of management engagement achieved through a simple application in a case study has influenced the students involved in the process significantly and positively ensuring a considerable increase in student achievement. INTRODUCTION Studying: Active or passive activity?: The teaching-learning process in Brazil is characterized by an extremely passive practice (Mizukami, 1986). The transmission of content is originally given through the hierarchical relationship between teacher and student through lectures that students can interrupt due to possible doubts that may arise.