Resumen

DA COSTA, Marcia  y  DE LOURDES BATISTA, Irinéa. Noções de alunos do Ensino Médio a respeito da estrutura da matéria: investigação de uma abordagem histórico-didática para o ensino de Física de Partículas. Rev. electrón. investig. educ. cienc. [online]. 2017, vol.12, n.2, pp.1-23. ISSN 1850-6666.

This research investigated the potentialities and limitations of a historical-didatical approach regarding a Modern Physics subject, with the help of multimedia, in High School. Searches evidence that the History and Philosophy of Science, and the study of topics of Modern Physics, can lead to a satisfactory understanding of scientific content, as well as the scientific knowledge construction process. Based on these arguments it was built and applied a Didactic Unit contemplating the study of topics of Particles Physics through a historical-didatical approach that took into account principles of Meaningful Learning. The approach was proposed in order to insert the Elementary Particles subject through the following question: What is done to matter that makes up the universe? Didactic sequences were prepared that discussed the construction of that scientific knowledge, from the first explanations for the constitution of matter to the evidence of detection of the Higgs boson. At the end, we tried to observe possible signs of changes in notions of the investigated students about the Nature of Science and specific scientific content. The Didactic Unit, questionnaires and conceptual maps were used as data collection. We decided to make use of the procedures of Content Analysis as a data analysis tool. Based on the results obtained, it could be seen that the didactic proposal contributed to the understanding of the content related to Particles Physics, for the construction of real and comprehensive notions about the Nature of Science and that, the individual and collective elaboration of conceptual maps provided the development of learning, enabling evidence of Significant Learning.

Palabras clave : Particles Physics; History and Philosophy of Science; Physics Teaching; Meaningful Learning; Conceptual Maps.

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