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92 - APLICAÇÃO DA TEORIA DA APRENDIZAGEM SIGNIFICATIVA NO ENSINO DE ÓPTICA PARA A EDUCAÇÃO DE JOVENS E ADULTOS

Doi: 10.47094/978-65-284-0357-8/806-820

PALAVRAS CHAVE: Ensino. Óptica. Aprendizagem.

KEYWORDS: Teaching. Optics. Learning.

ABSTRACT:
This research presents the development, implementation, and evaluation of a teaching sequence aimed at teaching introductory concepts of Geometrical Optics to students in Youth and Adult Education (EJA). The study was conducted with 31 students from two evening high school classes at a state public school in Cachoeiro de Itapemirim, Espírito Santo. The pedagogical approach was grounded in David Ausubel’s Meaningful Learning Theory, treating students’ prior knowledge and alternative conceptions as central elements in the construction of scientific knowledge. The teaching sequence spanned ten lessons, covering topics such as the characteristics of light, reflection, refraction, mirrors, lenses, and human vision defects. Various instructional resources were employed, including experimental activities, videos, computer simulations, multimedia presentations, and the Peer Instruction methodology, supported by the Plickers app for interactive formative assessments. The research adopted a predominantly qualitative approach, complemented by quantitative analyses derived from conceptual tests and a final individual assessment. Data were collected through teacher-researcher observations, opinion questionnaires, and assessment tools administered during and after the implementation of the teaching sequence. The results demonstrated a significant improvement in the understanding of optics concepts—particularly regarding the overcoming of previously identified alternative conceptions—as well as high levels of student participation and engagement. It is concluded that the use of active learning methodologies combined with the principles of Meaningful Learning constitutes an effective strategy for fostering more contextualized, participatory, and meaningful learning in Physics education within the EJA framework.

Autores

  • Allinne Vezula Mataveli Gonzaga

  • Cassiano Ricardo Zoppé Mardegan

  • Dimas Pazini Alves

  • Gêssica Clevelares Secchin

  • Johnatas de Souza dos Santos

  • Luiz Fernando Leal Bernardo

  • Marciana dos Santos Silva Ventura

  • Renata Rios Venancio Severo

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