Física quântica no ensino médio: reflexão sobre artigos publicados e o potencial para formação de professores

• Ano de defesa: 2024
• Autor(a) principal: Moura, Vanessa Pereira de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Física Quântica; Formação de professores; Ensino Médio; Quantum Physics; High School; Teacher training; Ciência; Estudo-ensino; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Ciência - Estudo e Ensino; Formação professores e tecnologias; Física (Ensino médio); ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/43295; http://doi.org/10.14393/ufu.di.2024.447

Quantum Physics’ teaching inclusion in high school has been widely discussed in the literature. However, there are several difficulties’ reports in implementing Quantum Physics in secondary schools, including didactic transposition to the secondary level. In this context, it is possible to believe that articles published in physics teaching magazines can significantly contribute to both: lesson planning and teacher training, and consequently to Quantum Physics’ inclusion in High School. Aware of that the teacher is the only one who is capable of carrying out movements in this direction, the objective of this paper is: (I) research articles on Quantum Physics’ high school teaching, in the “Revista Brasileira de Ensino de Física” and in the “Caderno Brasileiro de Ensino Physics”; (II) classify, categorize and analyze the teaching practices’ potential, and; (III) develop a E-book named “Quantum Physics in High School: approaches, methodologies and a suggestion for Didactic Modules”, which includes articles’ suggestions with didactic proposals, support materials for the training and performance of teachers in High School and complementary literature, in other words, all teaching material that can support the teacher to prepare their Quantum Physics classes within the school environment inserted in their reality. After selecting the articles, a didactic sequence was created, inspired by the Didactic Moments foreseen by the Anthropological Theory of Didactics and its application to future teachers allowed us to observe that the articles had a classes planning’s positive influence in the Didactic Modules developed by the undergraduate students. It is possible to concluded that the articles can, in fact, contribute to the Quantum Physics’ inclusion in High School, offering good practices examples and consistent materials.