Indícios de aprendizagem significativa sobre hidrostática e hidrodinâmica em um projeto hidráulico residencial

This study aimed to analyze indications of meaningful learning among students regarding concepts of hydrostatics and hydrodynamics, following the implementation of a Potentially Meaningful Teaching Unit based on Meaningful Learning Theory. Professors of Physics, Building Systems, and Integrated Projects addressed these concepts from an interdisciplinary perspective—focusing on the development of a residential hydraulic design—with 29 third-year students from a Building Construction Technical Course integrated with high school education. The projects were monitored and evaluated jointly by the teachers. The study results demonstrate that the integration of these subjects contributed to the emergence of indications of meaningful learning, as students mobilized prior knowledge to correctly understand physical concepts, established connections between technical and scientific concepts, expanded and differentiated the concepts in terms of detail and specificity, and articulated different representations—linking graphic representations, calculation reports, and physical explanations of the values ​​obtained.