O estudo das cores a partir do eletromagnetismo

Abstract

The traditional teaching method is the most common method applied in the classroom, as it developed from simple planning and doesn’t need additional resources to conduct classes, in general, just the board and the marker are enough. However, over the years, we verified that this form of work is not very engaging, putting the student always as a passive agent in the teaching-learning process, where it’s possible for it to disperse, reducing its performance in the classroom. With this research, we aim to apply and evaluate the teaching method ruled by the Theory of Didactic Situations (TDS), created by the mathematician Guy Brousseau, for teaching mathematics, which we will adapt for teaching physics. The TDS proposes a teaching cycle formed by four situations that relate in a complementary way providing a logical sequence for the student to reach the understanding of the object of study in a practically autonomous way. We developed a didactic sequence based on TDS focused on the teaching of electromagnetism, specifically about the themes of variable electric and magnetic fields, relationship between Maxwell's equations and electromagnetic waves, electromagnetic waves with emphasis on their absorption and selective reflection by matter and their relationship with atmospheric phenomena. For each experienced situation, we developed didactic means for students to interact and actively participate in the class. During the course of the classes we aim to verify the advantages and disadvantages of the new teaching method in relation to the traditional method. We observed that the students adapted well to the new teaching method that promoted more dynamic classes bringing activities with a moderately challenging profile; in solving them the students were appropriating the related knowledge, which leads us to conclude this method is adaptable to teaching physics it can promote successful results.