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.
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