Como funcionam os óculos? - Os três momentos pedagógicos (3MP) como alternativa para o ensino de óptica no ensino fundamental
Glasses are tools of extreme importance for those who use them. The lenses, present in glasses, are structures that also compose microscopes, telescopes, digital cameras, smartphones, and, in a certain way, our own eyes. However, despite being quite prevalent in our reality, understanding how len...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/57165 |
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| Resumo: | Glasses are tools of extreme importance for those who use them. The lenses, present in
glasses, are structures that also compose microscopes, telescopes, digital cameras,
smartphones, and, in a certain way, our own eyes. However, despite being quite prevalent in
our reality, understanding how lenses work, the vision problems that make them necessary,
and even the structure of the human eye can be challenging, especially for children and preadolescents who are developing their abstract thinking abilities. The study of human vision
and corrective lenses was recently adopted as a subject for sixth-grade elementary school by
the National Common Curricular Base (BNCC), a subject that was previously only taught
starting from the ninth grade. As a way to contribute to the teaching and learning process of
optics in the 6th grade, bridging everyday themes for students with what is taught in the
classroom, an educational product was developed - a didactic sequence based on the Three
Pedagogical Moments (3MP), combined with practices that aim to stimulate empathy,
creativity, and the development of a 3D eye model. This product was applied to a sixth-grade
class in a private school in Natal/RN, and the students' previous and subsequent conceptions
were analyzed qualitatively and quantitatively through research. Based on the first application
and analysis of the results of this product, some modifications were made, and a new
educational product was created, considering, in addition to the aspects mentioned earlier,
factors such as resource and structural limitations. This dialogical-problematizing approach
proved to be quite interesting for working with the concepts and abstractions necessary for
understanding how the human eye captures images, what causes vision problems, and how
lenses correct them, while also stimulating the creative and socio-emotional skills of students
in a more engaging and concrete manner. Through the applied didactic sequence, it was
possible to observe a real improvement in students' understanding of how lenses work and
how they correct each of the studied vision problems, some of which were previously
unknown to the students. Additionally, there was a significant improvement in the
comprehension of ocular structures and their respective functions in capturing light. In
conclusion, besides presenting strategies for teaching Optics, this research opens avenues for
the discussion of how subjects with a higher degree of complexity are received by sixth-grade
students and teachers. |
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