Uma sequência didática com auxílio do lúdico para o estudo de física de partículas no ensino médio

Abstract

In this dissertation i present a proposal for the adequacy of the High School curriculum through the insertion of Elementary Particle Physics. Based on the fact that the curricular component of Physics has been losing ground with the reform of High School, which reduces the number of classes and makes teaching Elementary Particle Physics a great challenge for the teacher. As a Physics class minister for third year students since 2015, it was observed that the students, in addition to showing a lack of interest in the study of Physics caused by the use of the mechanical learning method, also have difficulties related to the definition and understanding of concepts involving the that makes up matter and the atom. Based on that, we applied a differentiated didactic sequence to bring suggestions about the content from the methodologies of Ausubel (Significant Learning - AS) and Delizoicov and Angotti (The Three Pedagogical Moments - 3MP). The activities were carried out in two classes of the third year of high school in the afternoon of the State School Ulisses Guimarães, in the city of Campo Verde - MT. The proposal presented and tested has as main objective to evaluate the effectiveness of the product in the questions of improvement in the identification and understanding of the fundamental constituents of the matter and its interactions, using constructions of mental maps, use of simulators for the understanding of atomic models, virtual visit to the CERN, glossary with the main information of elementary particles and the card game “Who am I? With elementary particles”. The results obtained were verified during the development of theoretical and practical activities, as well as with the pre-test and post-test questionnaires. It was found that, in addition to enhancing a better understanding of the concepts of the fundamental structure of the subject, this proposal can also contribute positively to interpersonal interactions, as most students actively participated in the activities described in the didactic sequence.