Inserção da dualidade onda-partícula no ensino médio por meio de abordagens histórica e experimental

Abstract

The present study, through a pedagogical research, aims to verify to what extent the production of a didactic sequence, based on the active inverted classroom methodology, contributes to the insertion of a specific content of Modern and Contemporary Physics, the Duality Wave-Particle, in the third year of high school, through Historical and Experimental approaches. This proposal was designed to be developed virtually, given the pandemic scenario experienced in 2019 and the need for teachers to readapt their methodologies, emphasizing the use of technology. For this, a social network was used to keep in touch with students and obtain a space for non-formal learning, digital platforms for carrying out activities, through online forms, platforms to promote virtual meetings and also used virtual simulations. A pre-test was applied to verify the students' prior knowledge and, at the end of the meetings of this proposal, a post-test was applied to analyze the progress of these students regarding the theme addressed. The proposal proved to be very productive, as we were able to observe the participation and interest of the students, in view of the theme and methodology used.