Proposta de Sequência Didática para Ensino de Mecânica Quântica no Ensino Médio

Abstract

The main objectives of this study were: (1) to develop a didactic sequence that addresses specific topics in Quantum Physics (QP), focusing on debunking pseudoscientific concepts related to the subject; (2) to apply this didactic sequence in high school classes; and (3) to evaluate whether there was progress in students' understanding of quantum concepts. The justification for the study is based on the difficulties highlighted by several authors in teaching Quantum Physics at the high school level, such as the complexity of mathematical formalism, conceptual innovations, limitations in experimental approaches, the lack of didactic materials and outreach, and the insufficient time available to cover these topics adequately. Furthermore, quantum mysticism and the spread of pseudosciences, which often distort scientific principles, reinforce the need for a structured educational intervention. The didactic sequence was developed based on the studies of Antoni Zabala, aiming at a progressive and diversified structure that would facilitate students’ understanding and engagement. The methodology combined a variety of pedagogical approaches, including experimental activities and interactive discussions. The results showed that the sequence was effective: most students reported a better understanding of physical phenomena, and many felt more prepared to distinguish science from pseudoscience. Data analysis indicated an improvement in concept comprehension, highlighting the contribution of this work to the teaching of Quantum Physics in high school and to the reinforcement of critical scientific education.