Building knowledge: integrating prior knowledge, practices, and technologies for meaningful learning on energy generation

Abstract

The article addresses the importance of integrating students' prior knowledge into the learning process, particularly in Electrical Engineering and the Energy Generation course. With technological advancements and social demands, it becomes essential to update pedagogical approaches, emphasizing education in renewable energy for a sustainable future. The study aims to evaluate the effectiveness of teaching strategies by analyzing how the connection between new knowledge and students' cognitive structures can enhance learning. The research was conducted at a university in Rio Grande do Sul, involving Electrical Engineering students, using qualitative and quantitative methods. Practical activities, case studies, simulations, experiments, and online platforms such as Kahoot were applied to assess student engagement and comprehension. The methodology included questionnaires, descriptive tests, and interactive activities, with data analysis through graphs identifying areas of mastery and topics requiring reinforcement. The results indicated a good overall understanding but revealed difficulties in specific topics. The study demonstrated that the combination of theory, practice, and technology is essential for learning, reinforcing the need for additional support and the continuous development of teachers.