Física moderna e contemporânea no ensino médio: análise da utilização de um jogo em uma sequência didática sobre partículas fundamentais e elementares numa perspectiva sócio-histórica

Abstract

This dissertation presents a qualitative type research that had the aim of analysing the results of the use of an educational game named: “Dominó das Partículas Fundamentais e Elementares”, for the learning of classes and interactions of particles, from Modern and Contemporary Physics, as part of a didactic sequence developed from the socio-historical perspective. For such, the theory used relies on Lev Semenovitch Vygotsky contributions that highlight the significance of interaction in the knowledge building, acknowledging the learning as a social experience mediated by tools and signs. The methodological route of this study covered a literature review; the production and employment of the didactic sequence and the educational game; field data collection; analysis of gathered info and results discussion. The tools and means of data collection were: audiovisual recordings; written questionnaires applied to students and teacher’s logbook. The analysis of the information obtained was done by means of Content Analysis, proposed by Bardin (2016), with the aid of software ATLAS. Ti. The results show that the proposed material is an alternative and innovative resource to the traditional classes in Physics Teaching, that contributes to the learning of the said content and the development of the students’ higher psychological functions, like, for instance, perception, attention, imagination, voluntary memory, creativity, and planning ability.