Física quântica no ensino médio: possibilidades para o ensino do efeito fotoelétrico segundo o ensino híbrido

• Autor(a) principal: Ranzatti, Ricardo Naves
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/40945
• topic: Ensino híbrido; Efeito fotoelétrico; Ensino de física; Física quântica; Blended teaching; Photoelectric effect; Physics teaching; Quantum physics; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA::FISICA GERAL::INSTRUMENTACAO ESPECIFICA DE USO GERAL EM FISICA

The teaching of Quantum Physics concepts in High School is seen as one of the major obstacles for students and teachers. The disruption of countless conceptions of Classical Physics, the elevated rigor required in some mathematical treatments and even lacks in the initial training of teachers are some factors that contribute to such observation. In addition, several studies indicate that Physics Teaching has become less and less interesting for students and, consequently, less significant. Part of this reality refers to the changes in social relations promoted by the increasingly and dynamic development of Digital Information and Communication Technologies, which change the way in which students build their knowledge. However, far from these changes, schools, and especially lectures, are most often based on the same dynamics of centuries ago. It is along these lines that the need of a transformation in the way of teaching arises. In this sense, this work brings a proposal of a methodological change based on the active methodologies of Blended Learning. To this end, we presented some possibilities of approaching the photoelectric effect in High School to provide greater protagonism and autonomy to students during the learning process of these concepts. It is worth mentioning that what is sought with this work is to propose possibilities of changing in the way in which Physics Teaching is carried out within a methodological perspective. However, it is important to emphasize that the practical applicability of this proposal requires adaptations according to the reality of each classroom, student, teacher and school.