Proposta de uma sequência didática sobre tópicos de física quântica através do uso de simulações computacionais e da determinação da constante de Planck com leds aplicado ao ensino médio

• Autor(a) principal: Maciel, Gleiton Santos
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/4804
• topic: Quantum physics; Teaching-learning process; Didactic sequence; Física quântica; Processo de ensino-aprendizagem; Sequência didática; Ensino de Ciências e Matemática; Física - Estudo e ensino; Didática; Mecânica quântica; 53

The teaching of Physics is an area that faces many difficulties in relation to the teaching-learning process in Brazil for various reasons, from the continuous traditionalist education to the low scientific and technological investment. Only recently it has been stimulated the inclusion of more current contents in school curricula through LDB guidelines (2000) and PCN (2002), which emphasize the importance of involving them on student's daily life. Given the need for new proposals, this study aimed to develop a Didactic Sequence on topics of Quantum Physics applied to high school through activities of different strategies developed with students from a public school in Vitória – ES. Data were collected in five stages. In the 1st, an individual questionnaire was applied for verifying the conception of the students about Quantum Physics. In the 2nd stage was held a lecture on the subject. In 3rd were used simulations to display quantum phenomena. In Stage 4, was conducted an experiment demonstrating the Planck’s constant. In Stage 5, participants answered another individual questionnaire on the content studied during the previous stages. The results indicated that there was a significant improvement (over 50% accuracy) in relation to the concepts acquired on Quantum Physics. It might be inferred that the teaching sequence carried out influenced positively the teaching-learning process. We conclude that the teaching of such content may be enhanced by the curricular reform proposals and inclusion of various teachinglearning strategies in the daily practice of teachers.