Uma proposta didática para aulas remotas: microaprendizagem no ensino de física

This article reports on a didactic proposal through the application of the micro-learning methodology in the teaching of physics. The experiment sought to verify the feasibility of the aforementioned methodology in the context of remote classes due to the COVID-19 pandemic. The didactic proposal was carried out during a week in the discipline of physics on the topic of hydrostatic pressure with a group of students of the second grade of high school of a federal institute of the state of Rio de Janeiro. During the development of the didactic proposal, students performed different types of activities, using smartphones. The activities were analyzed in order to verify the learning of the contents and also the analysis of the students on the advantages and disadvantages of the methodology. After the analysis, the results achieved showed that there were signs of learning of the contents by the students and that the methodology was shown to be promising for the development of remote classes, with regard to the flexibility of time and dynamics of the contents. Thus, this study encourages the use of the micro-learning methodology in other disciplines in remote activities.