Ensinando óptica através de instrumentos ópticos

• Ano de defesa: 2020
• Autor(a) principal: Vieira, Elizeu Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Nacional Profissional em Ensino de Física - MNPEF
• Palavras-chave em Português: Instrumentos ópticos; Experimentação; Ensino de física; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Optical instruments; Experimentation; Physics teaching
• Link de acesso: http://ri.ufmt.br/handle/1/5108

Nowadays, teaching Physics in basic education requires the use of strategies supported by activities that arouse the interest and curiosity of students in the subject, relating the Physics curriculum with everyday phenomena. In view of this challenge, what is evident is a lack of contextualization between the Physics of the curriculum and the Physics present in the real problems perceived in the students' daily lives. This work helps the search for better results in the teaching of Physics, encouraging the student to get involved in the activities presented during the classes, strengthening the interest in learning and improving the teaching of this subject. The study was outlined within David Ausubel's theory of meaningful learning, structured in the form of a six-hour didactic sequence. In this sequence, the concepts of reflection and refraction of light in lenses and flat mirrors related to optics were addressed through two experiments that were developed during the classes in a class of the 2nd year of High School with 25 students from the State School Professor Edeli Mantovani in municipality of Sinop in Mato Grosso. The educational product, presented through the didactic sequence, brings the construction of two optical instruments using low-cost materials. Following the sequence orientation method, data were collected and evaluated qualitatively with the application of a pre-test and post-test. The learning sequence proved to be efficient, and, based on experimentation, it was possible to notice that students were involved and participated more in Physics classes, conceptualizing and relating Physics addressed in the classroom with physical phenomena observed in their day a day, which generated better results in the post-test.