Ferramentas didáticas e a aprendizagem sobre ondas eletromagnéticas e a polarização da luz

• Ano de defesa: 2016
• Autor(a) principal: Santos, Maria Aparecida da Conceição
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Departamento de Física; Mestrado Nacional Profissional em Ensino de Física (MNPEF); UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Ensino de física, Ensino médio, Onda eletromagnética, Ensino de física, Polarização da luz, Ensino de física, Animação GIF, Física moderna - Brasil; Electromagnetic wave, polarization of light; GIF animations - Brazil; Ciências Exatas e da Terra; Física
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/3869

This paper which was developed by Universidade Estadual de Maringá Graduate Program in the course of National Professional Mastership in the Education of Physics (MNPEF), aimed to provide didactic tools for teaching Physics in the electromagnetic wave and polarization light contents, so that they may contribute as a subsidy for high schoolteachers and higher education professors. It was carried out bibliographical research in Physics textbooks as part of the development of the research. This research was done in order to observe how the concepts chosen are approached as well to elaborate didactic simulations using the Mathematica software, with GIF animations of electromagnetic waves propagating through polarizers and optically active means (Educational Product). This Educational Product was applied in the classroom, aiming to understand its use in the students? teaching and learning process, considering the contents involved. From the perspective of the meaningful learning theory of Ausubel, we develop our activities in a class of third year of public high school, having as advanced organizers, the observation with polarizing filters, the observation of a liquid crystal display (LCD) which had its polarizer taken out, an experiment with an optically active solution of sucrose and the use of GIF animations. At the end of each advanced organizer used, each group of students had to describe what they had assimilated of the content transmitted in the classroom. As a final learning activity, it was asked the students to develop a concept map about the assimilated concepts of electromagnetic waves and polarization of light. Our results show that the teaching methods that have been used in class, contributed significantly to the students learning about the content which was taught