Explorando a física moderna no ensino médio: uma proposta de sequência didática com enfoque em história da ciência

Abstract

Physics teaching in high school, when conducted in a traditional way, often disconnects the scientific content from the students' reality, which can make it difficult to understand the concepts and, consequently, generate demotivation. To face this challenge, this study proposes a didactic sequence that integrates Modern and Contemporary Physics into the school curriculum, using History and Philosophy of Science as central tools in the teaching-learning process. The didactic sequence follows the Three Pedagogical Moments methodology, promoting the historical contextualization of content and highlighting how scientific discoveries were shaped by social and cultural factors. The proposal was developed with the aim of arousing students' interest, encouraging critical thinking and encouraging their active participation in the learning process. It is believed that the application of this methodology can contribute to a more meaningful and engaging scientific education, promoting a critical and reflective understanding of science and its social impacts.