A abordagem do efeito fotoelétrico no ensino médio: contribuições de uma unidade ensino potencialmente significativa

Abstract

There are many discussions in area Science Teaching about the importance of inclusion of topics of Modern and Contemporary Physics (MCP) in high school and possible strategies methodological for its approach. However, researchers often have pointed out that there is a lack of studies about the difficulties of student learning on topics of FMC, as well as research reporting proposals tested in real teaching situations with presentation of learning outcomes. Given this context, we developed and applied a potentially significant teaching unit, based in the use of aspects of History and Philosophy of Science (HPS) and use of computer simulation, about the physical concepts present in the photoelectric effect of the experiment for students of a Course Integrated Professional Education Middle Level Technical Building at the Federal Institute of Mato Grosso do Sul (IFMS), Campus Aquidauana. To structure our teaching unit, we use the Theory of Meaningful Learning (TML) of David Ausubel (2003) as theoretical and methodological reference. As data analysis framework, we use the methodological approach suggested by Cardoso and Dickman (2011). Our results indicate the majority of subjects had a reasonable number of clues of significant learning to the concepts of energy of a photon, work function and kinetic energy of the photoelectron, however, to the concepts of wave-particle duality, intensity and light frequency, our analysis indicates that few subjects understand these concepts significantly. From the reflections obtained from our analysis in the light of the Revised Taxonomy of Bloom, it was possible to identify the positive and negative aspects of using aspects of HPS and computer simulation and suggest changes in the structure of teaching unit and instruments used for data collection .