O tempo de assimilação para a aprendizagem de física moderna no ensino médio:

Abstract

In the current context of Public Education, this study presents a proposal for a methodological change for classes on the theory of special relativity, and the results from an Educational Product aimed at high school teachers and students. The main objective is to understand how the time available for Teaching Physics can accommodate the time of individual assimilation of students, on such a complex topic (from Modern Physics) within the perspective of the Theory of Meaningful Learning and the vision of the Assessment of School Learning. For the execution of the proposal, we use flipped classroom, so the students have access to the didactic-pedagogical material before the synchronous class, which allows them to “rewind” or pause the teacher, who makes the content available in video classes, and reserve their presence for the moments of problem solving and activities. Using educational technologies, the methodology mixes face-to-face and remote teaching, in a sequence of classes that can be applied face-to-face, remotely, or in a hybrid way. The Educational Product, created to meet the research objectives, presents a didactic sequence for teaching special relativity. The results show that the cognitive demand for the Teaching of Modern Physics is highly dependent on previous knowledge, which includes those that come from the initial training of teachers. The training gaps, mainly in mathematics, overcome the availability of time dedicated to Physics Teaching, with an insufficient number of classes to enhance the construction or integrate knowledge between related disciplines.