Atividades demonstrativas investigativas para o ensino de ótica

Abstract

It is common among high school students to assign physics classes no meaning or relation to daily life, and is often considered exhaustive by many meaningless mathematical equations, coming from a traditional approach in which they are exposed as something absolute and finished. In general, the teaching strategies used for this stage of basic education have little concern with the reality, the social context and previous knowledge of students, these conventional teaching methodologies may be the demotivation and antipathy in the study of physics. In this scenario, the teacher is the great protagonist in the search for new approaches that give students the ability to argue and build their own knowledge. In this context our work aims to investigate the potential of using the investigative approach as a tool for the construction of knowledge, applied in the process of teaching Physics through the elaboration and use of an investigative teaching sequence for the teaching of Otics content, but specifically in the themes of Light, Colors, Reflection, Refraction and Dispersion. The process proposes six structured meetings in the investigative and problematizing approach and will take place from the initial problematization that allows the raising of hypotheses, systematization of knowledge and contextualization of knowledge, using some experimental activities, open problems and investigative demonstrations. Thus, we intend to propose to the High School Physics teacher, a teaching proposal that addresses concepts from investigative activities, allowing them to create, adapt and re-elaborate new problems and new questions, as well as to envision a possibility of modification of the format of their classes, often called tiresome, very mathematical and meaningless for students.