Olho humano e óptica geométrica: uma proposta de ensino para a educação básica

Abstract

This work presents a teaching sequence proposal focused on teaching Geometric Optics, addressing concepts related to the functioning of the human eye. It consists of a teaching sequence divided into three sections, designed and developed to be applied to a 2nd-year high school class in the state public school system. Based on the Three Pedagogical Moments of Delizoicov, Angotti, and Pernambuco – initial problematization, knowledge organization, and knowledge application – the teaching sequence enables the teacher to promote the development of theoretical knowledge in the classroom through experimental activities and exercises related to the topic, connecting it to everyday experiences. Research was conducted on educational products that addressed Geometric Optics, using the dissertation portal of the National Professional Master's in Physics Teaching (MNPEF). For the theoretical foundation, five books were used, three of which are used in higher education: Physics 4: Optics and Modern Physics by Halliday and Resnick, The Feynman Lectures on Physics by Richard Feynman, and Basic Physics Course by H. Moysés Nussenzveig. The other two, Conceptual Physics by Paul G. Hewitt and Contexts & Applications by Beatriz Alvarenga, are used in basic education. For data analysis, verbal interaction between the teacher and students was historically carried out through the transcription of audio recorded during the meetings. From the results obtained, it was possible to observe the development of students at different moments of the educational application. The data indicated that the proposed methodology provided greater engagement in the classroom, allowing students to take a more active role in the process of building their learning. With this autonomy, a better assimilation of scientific vocabulary and an advance in the understanding of the concepts presented were demonstrated, which contributed significantly to the development of critical and scientific thinking.