Luzes e cores: uma proposta pedagógica para o ensino de Física

Abstract

Teaching Physics has always been a challenge, particularly when dealing with high school students. This thesis arose from the questioning of how to transform a physics class for high school students into a more enjoyable, more interactive, and easier to understand activity. For that, we elaborated a didactic sequence, based on the principles of the Theory of Meaningful Learning, to address the content of light and color. The sequence was applied to a class of the second year of high school. It was based on two guiding questions that asked students about why we see objects and colors. From these questions, a series of activities were developed, grounded in experiments using low-cost materials, to lead students to develop an understanding of the relationship between light and color in their daily lives. The analysis involved quantitative and qualitative data, collected through questionnaires with closed and open questions, in addition to observations made in the classroom. The results indicate that there was a more significant appropriation of the teaching content by the students and that skills were also stimulated that can contribute to the development of higher order thinking.