Estratégias de ensino-aprendizagem na compreensão da dualidade da luz

Abstract

This dissertation aims to develop, apply and analyze a Didactic Sequence for the study of the nature of light, with high school students as a concrete way to enter high school, the modern physics. The proposal of this intervention is based on learning theory by David Ausubel, significant learning, as stated by Moreira (2000, p. 5), "the apprentice is not a passive receiver. He should make use of the meanings that have internalized, substantive manner and not arbitrary, in order to grasp the meanings of educational materials. We propose a Didactic Sequence for 33 third grade pupils of high schools of the College John Zacco Paraná junior high, high school and professional, being applied in two moments, in March and in November 2017. To this end, we have adopted strategies to work with the dual nature of light through videos, computer simulators and experiments, demonstrating the behavior of light in each case and exploring this concept in order to make learning meaningful for the student. How to use data collection instrument a pre-test and a post-test intervention final. First, we watched the videos, having as objective the resumption of some concepts about light and your behavior, seen in the second grade of high school and the content involving new concepts about light, studied in modern physics in the third grade of high school. Then, it was used a simulator to work the theme of the photoelectric effect and wave interference, seeking the observation of the conclusions of the experiment, and, in most cases it is difficult to visualize in the classroom, whether by the lack of resources or by limiting the observation of experiments. And with the trial explaining the photoelectric effect, we seek to demonstrate and studies made for proof of concepts, instigating and arousing the scientific research on the student. We conclude the enlargement of this practice be feasible for all subjects for the teaching of Physics in high school.