Chuva de raios cósmicos : uma sequência didática de física moderna e contemporânea para o ensino médio

Abstract

In the classroom, traditional education does not encourage critical thinking in students. It emphasizes the role of teachers as providers of knowledge and students as mere receivers of knowledge. This teaching model is centered on formulas and without experimentation, therefore, students are not participatory beings in teaching and learning. This work aimed develop an educational product, through a didactic sequence, to assist high school students in understanding the phenomenon of cosmic ray rain in a context of introducing elements of Modern and Contemporary Physics. To this end, we developed a didactic sequence of fourteen (14) hours of classes with an emphasis on the detection of secondary cosmic rays by third-year students at the Tancredo Neves State School, both in the classroom and/or in extra-class work, with the help from the CREDO cell phone application. In this application, students will be able to identify different types of cosmic rays. This work adopted a quantitative-qualitative approach with a phenomenological and positivist approach, using a methodology that emphasizes the analysis of the phenomenon studied based on the reports of students' and teachers' experiences during the application of the educational product. For the pedagogical foundation of this proposal, we chose to adopt the three pedagogical moments developed by Delizoicov and Angotti, so that students can associate the knowledge learned with their own reality. During this entire process, it was verified whether the students understood the phenomenon under study, based on their answers from directed questionnaires. With this work, it is expected not only to provide a more participatory and contextualized pedagogical alternative, but also to promote the development of students' critical thinking, encouraging them to explore, question and understand scientific phenomena in a more dynamic and engaging educational environment. The discussions contributed to the construction of more efficient pedagogical strategies aligned with the needs of contemporary education.