Uma abordagem para o ensino de dispositivos LED no ensino médio

Abstract

Modern and Contemporary Physics can be approached in High School, as suggested by numerous researches in this respect, as long as its topics are contextualized with the daily life of the students. Taking into account this perspective was developed an educational product that is characterized as a Didactic Sequence to work Modern Physics contents in Teaching through the approach of the operation of the device LED (light emitting diode). This sequence was divided into ten moments where the teacher can use different approaches such as lectures, computer simulation and demonstration experiment with investigative character. The educational product was applied in a third year high school class of Álvaro Martins dos Santos State School, located in the municipality of Laguna Carapã - MS. 19 students participated in the class. At the first moment, we tried to identify the students' previous knowledge about the concepts to be approached. In the second moment the concept of waves was approached theoretically. The third moment is characterized by the presentation of the computational simulation and the activity that follows it. The fourth and fifth moments were the theoretical approach of the concepts of electromagnetic radiation, ionizing and non-ionizing radiation, LED, Bohr's atomic model, energy bands and semiconductor doping. At the sixth moment the demonstration experiment was carried out with an investigative character. The seventh and eighth times were characterized by the approach of electrical characteristics, colors and LED applications. In the ninth and tenth moments, respectively, the application of the second questionnaire to verify the acquired concepts and the production of the written report occurred. The resources used for the data collection were questionnaires, a diagnosis and one at the end of the presentation of the classes, activity related to computer simulation, written report related to the demonstration experiment with investigative character, final written report and audio recording of the classes. During the activities the students were given active participation through discussions of the concepts involved, hypothesis collection and argumentation of the facts. The proposed Didactic Sequence was applicable to high school students and analyzing the results obtained through the data collection instruments, it can be concluded that it contributed positively to the learning of new concepts of Physics related to Modern Physics.