The search for improvements in physics teaching is intrinsically challenging and exciting, often
requiring professionals to have knowledge beyond physics, as in the case of this work, which
addresses the Doppler-Fizeau effect in Electromagnetic waves using Digital Technologies.
Information and Communication (TDIC). Especially, when viewing the work in this field, one
came across the limitation in approaching this effect for mechanical waves. Therefore, the
present work consists of a Didactic Sequence (SD), guided by Ausubel's Meaningful Learning
Theory (TAS), focused on electromagnetic waves. In this way, active methodologies were used,
enabling the student to be the protagonist of the teaching-learning process using Arduino.
Therefore, the impacts that the use of TDICs contributed to learning, especially in Modern
Physics, were investigated. This SD was applied to a 3rd grade high school class for 8 days in
progressive stages: (i) introduction, seeking to familiarize participants with the necessary
concepts and Arduino, (ii) development, including practical programming activities with
Arduino and ( iii) conclusion, which consisted of the experimental application to investigate
the phenomenon studied in microwaves, which culminated in a doppler frequency signal
observer, reflection speed meter and automated door simulation. Therefore, this DS exposed
signs of significant learning found through questionnaires, conversation circles and continuous
observation, which revealed an increase in performance. Thus, the importance of making
physics teaching contextualized is clear, as it was possible to verify the connection of concepts
that were previously disconnected from the student's reality, being then substantially related to
technological applications, promoting comprehensive training through understanding the
conceptualization, experimental and attitudinal procedures when relating critically to the
environment in which it is inserted.
|
