PROPOSTA DE SEQUÊNCIA DIDÁTICA PARA O ENSINO DE ÓPTICA GEOMÉTRICA PARA O ENSINO MÉDIO

Abstract

This work presents a proposal for a didactic sequence based on David Ausubel's Theory of Meaningful Learning. In it, the contents of Geometrical Optics, which are present in the Physics discipline of the 2nd grade of high school, were addressed. We propose the use of technological resources to facilitate the learning of the theoretical, geometric and algebraic part inherent to the study of light propagation and its interaction with optical devices. Considering Geometrical Optics as a little explored content in Physics, in this work we focus on preparing a way for the student, starting from his previous knowledge and with the intermediary of the teacher, to be able to assimilate concepts of optics in a significant way and to be able to to associate all of this with everyday situations (moon phases, eclipses, mirrors, etc.). To guide us in this investigation, we defined the following research question: how can a didactic sequence based on students' prior knowledge facilitate learning in Geometrical Optics? For the development of the problem-question, it was defined as general objective the construction of a UEPS (Potentially Significant Teaching Unit) that addresses the teaching of geometric optics. Due to the COVID-19 pandemic, it was not possible to apply the didactic sequence, as the classes were suspended in person, but we were able to point out its advantages and disadvantages, potential flaws, with arguments based on the TAS (Learning Theory Significant). Checking the way the activities were developed, it is believed that the construction of the didactic sequence for the study of Physics was satisfactory, promoting situations where learning can be closer to meaningful.