Implementação de experimentos de Física Moderna no ensino médio: desafios, dificuldades e discussões metodológicas, da concepção a construção do produto educacional

Abstract

This work presents the development of Physics teaching in High School, addressing the problem of contemporary teaching on teaching practice still based on lectures, usually decontextualized, which maintains the methodology based on calculation routines, teaching to answer without question or to elaborate questions. Thus, it proposes a necessary reference to reduce the distance between what one thinks and what one says, because there is a need for that class to go beyond the application of the mathematical tool and be focused on the theoretical framework of Contemporary Physics, mainly through solved problems and experimental and theoretical application in higher education institutions, but easy to execute in high school. Therefore it presents all the steps of research, construction and application of an Educational Product, an apostille that presents in detail assembly procedures and experiment report templates of two kits, one named "Static Electricity and Photoelectric Effect Kit", and another "Planck Constant Determination Kit". The experimental proposal developed for these kits provides a basic introduction that includes very important historical and scientific aspects and presents the most important and fundamental characteristics of the phenomena that should be discussed in detail during experimental practice. The apostille aims, through the experiment, a greater dialogue with the students, in order to overcome the difficulty of the students of high school in relation to the teaching of Modern Physics. Thus, this work evaluates the implications, problems and challenges regarding the use of this new methodology in the school, Center for Young People and Adults Education, “Professora Eudes Veras (CEJA)”. Methodology applied through physics workshops in order to solve an age / series distortion still present in the CEJAs. The experiments were constructed to stimulate hypothesis elaboration and model construction on observed phenomena, but it was noticed that students still find it difficult to work alone, to report their observations and still aversion to manual and team work. However, according to the results of the practice developed with the Educational Product there was a posture of greater motivation, because the product was essential in stimulating inductive thinking – deductive, that despite the level, the students succeeded, in a certain way, describe the science behind experimental procedures, and are satisfied.