Uma proposta de sequência didática significativa para o ensino de espelhos planos e esféricos: atividades práticas e experimentais com o uso de materiais de baixo custo

Abstract

This study investigated practices and methodologies that make Physics teaching more accessible, engaging, and effective in the teaching and learning process. Based on the Theory of Meaningful Learning, Potentially Meaningful Teaching Units, and the ISLE Method (Investigative Science Learning Environment), the objective was to develop and implement an intervention proposal for teaching plane and spherical mirrors. The educational product developed included a didactic sequence integrated with a low-cost experiment kit, applied to a class of 32 students in the 1st year of high school at the Francisco de Assis Bittencourt FullTime State High School, in the municipality of João Câmara/RN. The intervention took place over three sessions, exploring observation, prior knowledge assessment, hypothesis formulation, practical activities, research, and socialization of results. The adopted approach aimed to position students as protagonists in the teaching and learning process, fostering greater engagement and learning efficiency. The proposal was evaluated based on students' prior knowledge and entries in the learning journal. The results indicated significant progress in understanding the concepts of plane and spherical mirrors, with improved clarity regarding image formation, mirror properties, and their practical applications. It is concluded that the proposal proved to be an effective alternative to promote meaningful learning in Physics teaching, integrating theory and practice in an interactive and engaging manner.