Aplicação de práticas interdisciplinares envolvendo fenômenos ópticos no ensino médio

Abstract

This qualitative study aimed to study the application of an interdisciplinary didactic sequence for the teaching of concepts related to optics, taking advantage of the assumptions of learning and experimental activities. Chemistry and physics should complement the study or the same phenomenon within the specificity of each discipline, but when approached in isolation, there may be difficulty in understanding by the student. Thus, the interdisciplinary treatment of knowledge requires agreement with the Law of Guidelines and Bases and the Common Common Basic Curriculum. The activities with the students were developed in 6 stages, where they were studied respectively, the contents: reflection and refraction; atomic model; Bohr atomic model and beginning of quantum physics; fluorescence and phosphorescence. In addition to lectures, readings, debates, production of mind and concept maps and research, the students were divided into four groups for assembling, executing and presenting experiments, which were suggested and requested by the teacher. Subsequently, the same experiments were presented at a science fair. The unfolding of the didactic sequence listed several common concepts between physics and chemistry, reported the importance of science in the phenomena skills and the development of technologies, addressed environmental and health issues, which emerged integrating and concretizing a contextualization. The development of the work indicates how experimental activities related to discussions, hypothesis elaboration and data analysis, within a problematization and investigative character, can bring integration between the contents studied in the two disciplines highlighted here. Thus, a didactic sequence can be considered a material that has the potential to develop meaningful learning by students' willingness to learn content, achieving the goals of reduction or limitation between chemistry and physics and contextualizing demonstrating the knowledge acquired in school is not in place. dissonance with daily life.