O GPS A PARTIR DA APRENDIZAGEM BASEADA EM PROJETOS NA EXPLICITAÇÃO DOS INVARIANTES OPERATÓRIOS RELACIONADOS AO CAMPO CONCEITUAL DA RELATIVIDADE

Abstract

The current society is increasingly dependent on the use of technologies, yet few understand how they function; one learns to use an application, and that's sufficient. However, many are unaware that a large portion of the devices used daily, such as electronics, medical diagnostic equipment, and even mobile phones, have technologies grounded in Modern and Contemporary Physics. An example is the GPS, which employs concepts from Einstein's Theory of Relativity to ensure accurate object location on Earth. Therefore, demonstrating to students how current technologies operate is essential not only to enhance their scientific concepts but also to develop their knowledge as citizens. This institution aims to produce critical citizens capable of understanding and dealing with contemporary issues. The curriculum for High School includes topics from Modern and Contemporary Physics, and the exploration of technologies related to remote monitoring is an example. This dissertation, considering this context, presents a teaching sequence developed using Project-Based Learning (PBL) methodology. It was implemented in two third-year High School classes at a public school in Campo Grande/MS, involving both a Pilot Project and a Final Project. To achieve this, we utilized the Theory of Conceptual Fields to elucidate possible operational invariants related to the Theory of Relativity. The study aimed to investigate how the study of GPS could contribute to a potential mastery of the Conceptual Field of Relativity. Three works were produced as a result of the research. The first article, stemming from the Pilot Project, was published in the 16th Symposium on Physics Education Research. This article sought to identify students' prior knowledge about GPS and understand their expectations and aspirations related to the project. The second article, approved for publication in the Journal of Educational Products and Research in Teaching, aimed to analyze operational invariants on the conceptual field of velocity and acceleration—concepts crucial to the study of the Theory of Relativity. The third work was submitted to the Journal of Studies and Research in Technological Education, intending to elucidate operational invariants using a technological product related to the Theory of Relativity through an investigative activity, awaiting feedback from the editorial team. In conclusion, the study of GPS, structured through PBL, proved potentially significant for elucidating and advancing the mastery of the Conceptual Field of the Theory of Relativity. It promotes a broader dissemination of knowledge in this area, utilizing technology as a Driving Question, contributing to a learning experience with the potential to be truly meaningful.