Gamificação: uma sequência didática potencialmente significativa para o ensino de relatividade no ensino médio

Abstract

Relativity was a significant milestone in 20th-century physics and is usually left aside during secondary education, particularly in public schools. This work aims to develop didactic material for the high school level. An analysis of academic production was conducted regarding the use of gamification in physics, in search of a method to apply it to the topic in question. An analysis of all materials intended for Physics in the 2018 National Textbook Program was conducted to highlight the themes most present in these productions, focusing on the Theory of Relativity contents. Following the structure of a Potentially Significant Teaching Unit and applying elements of structural gamification, a didactic sequence was developed focused on introducing the Theory of Relativity, its postulates, and the main implications brought by it in order to meet the pre-established concepts in the student’s cognitive structure.