Ondas mecânicas e eletromagnéticas: uma proposta de sequência didática para a aprendizagem significativa no ensino de Física

Abstract

This study addresses the challenge of fostering meaningful learning in physics education, particularly regarding the understanding and long-term retention of concepts. Grounded in Ausubel’s Meaningful Learning Theory, the study aimed to develop a teaching sequence for instruction on mechanical and electromagnetic waves at the high school level. The research involved 38 second-year high school students from a state school in Juiz de Fora and entailed the implementation of an eight-lesson teaching sequence. The lessons were designed to develop students' understanding of mechanical and electromagnetic waves, as well as key wave phenomena, by utilizing situations contextualized within the students' daily lives. Assessment tools included concept maps created before and after the teaching sequence, alongside collaborative activities. Analysis of the initial concept maps revealed that students predominantly associated the concept of waves with leisure contexts and examples of mechanical waves. Frequently cited terms included "ocean waves" and "sound waves," alongside other associations linked to students' everyday experiences; this indicated a limited initial understanding of the wave concept and little familiarity with electromagnetic waves. Following implementation, we observed an expansion of concepts, improved differentiation between mechanical and electromagnetic waves, and a reduction in misconceptions, although limitations in the structuring of concept maps persisted. We conclude that the teaching sequence contributed to the construction of more meaningful learning, fostering the organization of students' conceptual understanding and bridging the gap between scientific knowledge and everyday life.