This research was the result of the entire process of study, research, elaboration, application and analysis of results regarding the educational product entitled Quantities and Units of Measurement: a proposal for a didactic sequence for the 1st year of High School. Qualitative and quantitative in nature, the undertaking took place in two classes of the 1st year of high school at the Deputado Eduardo Lucas State School, located in the municipality of Cabeceira Grande, Minas Gerais. It included a characterization of the learning styles, according to David Kolb, of the students involved and a diagnostic assessment, which served as intervals for the proposal presented. With an interdisciplinary, playful and investigative characteristic, guided by the National Common Curricular Base and the ideas of Anna Maria Pessoa de Carvalho, the textual part was composed of a bibliographical survey of works published on the chosen topic, in addition to a historical study on Learning Theories, theoretical foundation based on Meaningful Learning, narrative about the methodologies that can facilitate learning, presentation of the educational product and results resulting from its application, raising the intentionality and motivation of students to learn and understand how important the theme “Greatness and Units of Measurement” in everyday life.

The photoelectric effect was discovered at the end of the 19th century by Hertz and explained by Albert Einstein in the beginning of the 20th century by adhering to Max Planck's ideas about the quantization of energy emitted by blackbody harmonic oscillators, marrying the experimental bias to the theoretical one. This phenomenon evidenced the corpuscular character of light and it is inserted in the beginnings of quantum physics, being necessary for an understanding of quantum physics within a historical line of physics. One of the great challenges of education in the 21st century is the recognition of the student's characteristics, which are inseparable from a society marked by hyperconnectivity and collective intelligence, which, according to Lévy (1999), constitutes the main engine of cyberculture. These individuals are called digital natives. This digital “bubble” influenced the characteristics of generation Z: the way they consume, behave, work and, mainly, how they relate and learn. This generation does not respond well to unilateral relationships and, consequently, to traditional teaching. A type of DICT (Digital Information and Communication Technology) that this present work indicates as a possible confrontation for mediation (adaptation of language between teachers and students of that generation), is a didactic sequence set in resources of a computational simulator, seeking the decentralization of the narrative and memoristic perspective to the detriment of that of mediation as dialogue and criticism. According to Ferreira et al. (2021), simulators do not replace reality but make it easier to understand situations that require a high level of abstraction. Tavares (2008) points out that the use of computer simulations streamlines physical systems that in traditional teaching are approached in a static way. This dissertation has the general objective of investigating the effectiveness of a Potentially Significant Unit (UEPS) applied in high school, in the light of David Ausubel's theory of learning (1968), which proposes the use of a computational simulator developed by the University of Colorado available at PhET platform, for teaching the photoelectric effect, via UEPS, as an advanced organization tool within the Theory of Meaningful Learning. The educational product was structured in four fifty-minute classes, applied and evaluated in a private school in the Federal District in the month of October and November in 2021 as part of a translational research (Ferreira et al., 2021).

The teaching of physics in Brazil faces great difficulties. The teacher has the great task of making classes desirable so it is necessary to innovate, seeking motivational resources, technology is a very useful tool capable of arousing a taste for science learning. It is very important to develop students' critical power in the formulation of concepts through face book, always aiming at a meaningful learning of academic and human character. In view of this scenario and based on Ausubel Learning theories and social interaction of Piaget, he sought to develop electrostatic activities by focusing on storms formations through documentaries, videos and complementary texts as resources of the physics classes, all activities developed in the laboratory of Computing. Documentaries were also produced exploring complementary texts. This project was applied in the months of April to June of 2016 in a public school of João Pinheiro - MG: in the Quintino Vargas State School, involving three classes of third year of high school, in a total of 102 students. The material elaborated covered the topics of conductors and dielectrics, processes of electrification: contact, friction and electrostatic induction, Coulomb Law, Electric Field, Tip Effect. In all the didactic modules was worked, questions that seek to relate the scientific knowledge with the day-to-day of the student. The activities always worked collectively, promoting greater socialization and exchanges of experience, showing the importance of cooperation. The teacher was the mediator. The product of the blog consists of four segments: construction of experiments, doubts, examples of daily life and tips of sites about electrostatics, with this approach, part of the activities of the students consisted of investigative activities

Abstract of master’s thesis submitted to Programa de Pós-Graduação no Curso de Mestrado Profissional de Ensino de Física (MNPEF), in partial fulfillment of the requirements for the degree Mestre em Ensino de Física.

This dissertation develop a didactic sequence for teaching electricity in a 9th grade class. In elementary education is premised that teaching electricity demands two strategies: the context of the scientific thematic and the experimental activities as a way to motivate the student and to approach the scientific achievements inside a science classroom. Therefore, the classes was based in the Investigative Teaching Sequence (ITS) proposed by Carvalho(2013) and transposed by the Social Interacionism theory by Vygostsky (2001). In this paper the context started analysing the energy consumption and the following classes was tough to propose a problem resolution about the energetic efficiency of the lamps. For a more comparative investigation about the lamp’s typology differences, was developed a experimental banch to measure their illuminances and energectic consumptions. The class was separated in groups being stimulated to manipulate the materials following their own hypotheses. Beyond the experimental investigation the students had a company of texts to systematize the themes in order to enrich the intership of meanings and life experiences.