A instrução por modelagem como metodologia norteadora para investigar o acendimento de um LED à luz da física moderna e contemporânea

Abstract

Teaching practice in basic education is marked by numerous challenges, requiring educators to exercise creativity and commitment in the search for innovative strategies. In the context of Physics education, the predominance of lecture-based instruction often limits active student engagement, which remains a critical aspect to be continually developed. In light of this, it becomes essential for schools to foster critical thinking, enabling students to recognize the value of scientific knowledge and to apply it consciously in the face of rapid technological advancement.From this perspective, we proposed an activity based on a methodology that promotes the development of scientific argumentation and the construction of mathematical models to explain physical phenomena, thereby encouraging a more participatory learning process. This study presents a teaching sequence designed and implemented with a third-year high school class. The activity involved an investigation into the lighting of an LED, a device composed of semiconductor material whose operation is explained by principles of Modern and Contemporary Physics. The guiding methodology adopted was Modeling Instruction, a pedagogical approach widely applied in the United States—where it was originally developed—but still scarcely adopted in Brazil. The objective of the study was to enable students to identify the physical quantities involved in the experiment and to describe the relationships among them through the development of a mathematical model that would support their understanding of the observed phenomenon. During the implementation of the sequence, through successive modeling cycles, it was possible to observe strong student engagement and active participation, as evidenced by the production of various materials such as data tables, graphs, whiteboard presentations, and argumentative discussions. The results of this research highlight the effectiveness of investigative practices conducted by students throughout the activity, as well as a gradual and noticeable improvement in the quality of their scientific argumentation from the beginning to the end of the instructional sequence. However, it is important to note that the successful implementation of this methodology requires thorough planning and significant time investment, which can pose challenges for teachers.Nevertheless, we believe that the educational product developed through this classroom-based research may serve as a valuable resource for basic education teachers interested in incorporating Modeling Instruction into their pedagogical practice.