Teaching Physics is a challenge faced by many teachers at various levels of education and
modalities. The nature of the challenge has two elements that have been discussed by several
researchers who study the teaching of physics: (1) the complexity of the theories of physics and
(2) the process of teaching and learning knowledge of physics. This scenario seems to intensify
when we deal with concepts from the field of Modern and Contemporary Physics, in which
Quantum Mechanics, Relativistic Mechanics and Quantum Field Theory dictate the discussions
about matter, its constituents and the interactions involved. From this fantastic universe of
theories, laws and concepts arising from a process of (human) construction of knowledge arises
the Standard Model. This model organizes elementary particles according to their properties in
the form of a table, which by many is considered the Periodic Table of Physics. To contribute
with innovative actions so that students can have a better understanding of the structure of the
matter, this research proposed to investigate how the teaching of the Standard Model can
contribute to this learning, following the cognitivist theory of Meaningful Learning as a
methodology. Using qualitative research as a structure and epistemological foundation of action
research of the strategic type within a cyclical process, 5 teaching units were idealized following
active methodologies, with implementation through a didactic sequence, being the basis of the
educational product. As data collection instruments, the use of questionnaires and the
systematization of learning after the script of practical activities were followed by the
observation of the intended results, according to the verification of performance by the rubric.
It is then stated that according to the results of the research, the material used connected with
the cognitive structure of the learner in a relevant way, and that the learner in a non-arbitrary
and non-literal way related his anchor ideas with the learning activities, indicating indications
of more significant learning. As results we point out that the identification of concepts is
necessary for the knowledge of the MP, the organization and planning of teaching and learning
actions, the use of technological resources with experiments that show the way of investigating
the structure of the matter and the games in teaching, are facilitators of the process.
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