Implementação de um plano de ensino sobre Ótica Geométrica e Ótica Ondulatória com a metodologia ativa de aprendizagem significativa

Abstract

The difficulty in understanding and working with physics is a persistent phenomenon in classrooms, generally linked to the difficulty in working with mathematics and assimilating concepts. In search of providing a solution that reduce this difficulty and allows students to identify, explain and analyze physics on a daily basis, a Didactic Sequence was created. The proposed educational product focuses on the physical concepts of geometric optics and wave optics, seeking to use students' prior knowledge in the learning process, as proposed by David Ausubel's active methodology of meaningful learning. In order to provide an analysis of the use of this active methodology and to generate more effective and attractive physics teaching in the future, this research consists of a case study of the implementation of this Didactic Sequence to a 2nd year class of high school in the state network. The results obtained and discussed in this research indicate a significant percentage improvement in student learning, thus showing the positive effect of applying the Didactic Sequence. On the other hand, there were obstacles to the results with regard to students, who showed little interest due to the precariousness of the traditional methodology. Therefore, for a more detailed and comprehensive understanding of meaningful learning, the production of other educational products is recommended, with more classes, other content or other adaptations of this research.