This dissertation discusses the results of the construction and implementation of a
Potentially Significant Teaching Unit based on David Ausubel’s Theory of Meaningful
Learning. Its intention is to classify itself as potentially significant material for teaching
the relativistic Doppler effect with contextual elements of Cosmology to third-year high
school students. Thinking about the problems inherent in the didactic transposition
of this theme to basic education, we sought to investigate which pedagogical strategies could help students in the construction of meaningful learning. To this end, the
UEPS was organized in accordance with the sequence of steps established by Moreira
(2011), and incorporated into its structure are digital educational objects and the active
Peer Instruction methodology. It is noteworthy that these strategies present themselves
as alternatives to streamline expository classes and encourage active and collaborative
participation by students. Regarding the characterization of the research, it is bibliographic in nature, with a qualitative and quantitative approach, and its objectives are
exploratory-descriptive in nature. The UEPS results were analyzed in light of Bloom’s
revised Taxonomy, revealing encouraging signs of acquisition, assimilation and construction of meaningful learning
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