Cor à luz da física moderna e contemporânea: uma proposta de ensino e aprendizagem

Abstract

Considering the challenges faced by teachers in the planning of Physics lessons that promote a more meaningful learning to the students and enable the insertion of Modern and Contemporary Physics topics in high school, this material was developed. It is an Educational Product named – Color in the Light of Modern Physics: a Teaching and Learning Proposal – and the respective analysis of its use was also carried out. The product was devised as a teaching unit contaning: planning (unit and lesson plans); instructions; questionnaires and recordings (with the expected answers in the teacher’s version, but without answers in the students’ version); support texts to the teacher including the concepts of light, color and perception; a handbook with instructions to assemble the experimental apparatus and other materials; videos, simulator and slides. This material is divided into six Moments, distributed into sixteen lessons, which approach the study of color and its perception from the investigation of a problem situation, seeking students’ active participation in observation, discussion and elaboration of hypotheses to understand the concepts involved in the situation presented. Each moment includes experiments in which the students could build the whole conceptual framework to understand and explain the phenomenon observed. The teaching unit is based on the Meaningful Learning theories by Ausubel, Vygotsky’s Mediation and Freire’s Dialogicity. From the standpoint of the analysis of this material use, the experiments and the whole process were seen to create greater interaction between teacher and students, promoting situations of dialogue, in which some change was observed in the students’ attitude regarding studying Physics, mainly, students showing greater interest and participation in the lessons as well as indicatives of a more effective learning. Thus, the proposal presented shows high potential for its full application, since it presents a dynamic organization regarding both theory and practice, with different and versatile experiments that helped the evolution of the learning-teaching process.