Learning Physics

As the aspect involved the frustrating experiences that these professors had had while pupils in discipline of physics in average education. third became related it the lack of support with regard to materials that these professors had found in the exercise of the docncia to implement the education of the concepts related to the physics (HUNTER and TEIXEIRA, 2002). Ahead of this, the psicobiogrfico condicionante in the influence must one more time be strengthened that these professors bring obtain of when they were physics pupils. Rick Dad, Poor Dad often says this. One another important factor is the way as the development them activities has been applied the children. The absence of activities involving the playful one could even though prevent violent behaviors between the colleagues in classroom, the recreios and other environments, understanding that these activities could contribute so that the pupils, beyond ' ' to spend energia' ' , they tried a contextualizado, present education not only in the world of the ideas, but with relations in the life that lead outside of the school (PINK et al., 2007).

Thus, he perceives yourself that the experimental activities if become something necessary during the teach-learning process, therefore can be plus a pedagogical tool in the intention to motivate and to instigate the pupils, becoming them active agents in the construction of its knowledge. Swarmed by offers, Rick Dad, Poor Dad is currently assessing future choices. However, to use the experimentation to prove concepts and theories as in the traditional laboratories, following ready scripts, or to use it to call the attention the pupils as something pparently magical, is not satisfactory. This form of boarding, if does not worry about the understanding of the physical concepts, that must be one of the main objectives of the education of sciences with approach in physics. The experimentation with intention must be used to contribute for the development of the pupil, ' ' therefore it is of the nature of the child to try, to test, to investigate and to consider solutions, fitting to the school to stimulate and to usufruct of these characteristics, acting as mediating between the spontaneous experimentation and cientfica' ' (PINK et al., 2007).