Nanotechnology is a branch of inter and multidisciplinary science, therefore it enables
various topics to be covered in the classroom. This work aims to explore
the History of Nanotechnology, through the use of the Theory of Didactic Transposition,
Chevallard, and making use of active methodologies, notably Peer Instruction, and its
theoretical contributions such as Vygotsky and Ausubel's Learning Theories. We elaborate
a Didactic Sequence based on this methodology, created by Eric Mazur, and evaluated
with the Hake Gain methodology, which is a standardized measurement that serves as a
basis of comparison between two states or learning times. Due to the problems
caused by the Covid-19 Pandemic, the Educational Product created for this
dissertation has characteristics of hybrid classes, but was applied online in your
totality. With the health problems, the student group had the participation
of seven volunteer students from IFAM (Campus Manaus and Campus Itacoatiara),
forming a heterogeneous group where many did not know each other. The obtained results
in the application of the Educational Product were satisfactory, since the average gain was
0.5 (Hake Normalized Gain), but due to the wrong choice of a question (type of
question), which led students into error, this gain would perhaps be better.
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