Um enfoque investigativo para o resultado de uma medida física

This work aims to present what has been rethought about the methodology being employed in the physics lab classes, of higher education courses. A script of one experiment worked at a private university in the city of São Paulo, during the first year of the Engineering courses, is partially presented. After a year, carrying out different kinds of experiments, students still have difficulties in how to properly write the average result, with its associated uncertainty, of a physical measurement. Concepts such as accuracy of an instrument, uncertainty of measurement, standard deviation or unit of a physical quantity, did not seem to make sense to the students. Given this reality, we are proposing a teaching method, already widely reported in the literature, but still not used by our Brazilian colleagues, based on investigation, where the student is the protagonist of their learning and not a mere spectator. Although the National Curriculum Parameters (PCNs) emphasize the need of a multidisciplinary teaching, contextualized and focused on the reality of the student, we still see institutions and/or teachers guided in a traditional teaching, teaching disciplines "casts" and disconnected from their daily lives. If the student can not relate what he is learning in school, either in theory or in practice, that knowledge will not make sense to him. Moreover, it seems that the model of “filling tables” has not brought an effective learning, nor developed the thought of the student. To make this to be possible, it would be important to devote more time in lab classes, and to rethink the object under study and a reformulation of the curriculum of higher education courses. Este trabalho visa apresentar o que foi repensado sobre a metodologia que está sendo empregada nas aulas de laboratório de Física, dos cursos de Ensino Superior. Um roteiro tradicional de uma experiência que é trabalhada em uma universidade particular, da cidade de São Paulo, durante o primeiro ano dos cursos de Engenharia, é parcialmente apresentado. Após um ano, realizando diferentes tipos de experimentos, os alunos ainda apresentam dificuldades, em como escrever corretamente o resultado médio de uma medida física, acompanhado da sua respectiva incerteza. Conceitos como precisão de um instrumento, incerteza de uma medida, desvio padrão ou mesmo unidade de uma grandeza física, pareciam não fazer sentido aos alunos. Diante dessa realidade, estamos propondo um método de ensino, já bastante divulgado n