The present master's proposal aimed to develop and apply an Potentially Meaningful Teaching Unit (PMTU) for the study of mechanical collisions using a experimental apparatus known as the Gauss Cannon. With this PMTU, which was implemented in a first-year high school class at a private school in Recife, we sought to teach the concepts related to the study of mechanical collisions and magnetism in a playful and meaningful way, emphasizing the learning of concepts such as magnetic attraction, mechanical collisions, velocity, and the principles of energy conservation and linear momentum conservation Keywords: Potentially Significant Teaching Unit, Mechanical Shocks and Magnetism, Gauss Cannon.
The experimental activities were organized in a structured and sequential manner, aligned with the topics covered in the classroom, with the objective of observing, through experimentation, the learning process of the involved concepts. By studying through a didactic sequence—a methodological approach that systematically organizes the execution of an activity—students can benefit from a safe and structured environment, which significantly reduces anxiety-related factors and prepares them to engage in discussions on various topics. This demonstrates increasingly well-guided learning, fostering creativity, imagination, and student engagement. To assess the effectiveness of the educational product, we administered questionnaires before and after the implementation of the PMTU. The analysis of these questionnaires indicated progress in the learning process of concepts related to mechanical collisions, particularly in understanding the vector characteristics of interactions, the relationship between velocities before and after collisions in characterizing the type of collision, and the calculation of velocity and kinetic energy through linear momentum. Additionally, the experience highlighted that prior knowledge is fundamental in acquiring new ideas, as it enables students to construct scientific knowledge and develop skills.

The development of meaningful learning in the field of natural sciences (Biology, Physics, Chemistry and Mathematics) is currently a necessity, but at the same time it is a challenge for us teachers. In a society that is constantly changing, marked by scientific and technological advances, scientific literature has shown that scientific literacy among citizens is increasingly necessary. However, these disciplines face obstacles such as prejudice, regarding the lack of mathematical basis and deficiency in interpreting texts to understand the problem situations involved, often rooted in students and often passed on by family members. In addition, teachers face difficulties in assimilating scientific content by students, which usually requires a certain degree of abstraction, and also difficulties in attracting students' interest in science content, factors that may be related to the shortage of professionals in scientific areas. In view of this, it is essential that we take a more attentive and objective look at the classroom and our students. This work was carried out with a first-year class of the New High School of a public school in the state of Pernambuco, which ran from the end of 2023 to mid-2024, that is, with the same class already in the second year of high school. This school is located in the city of Jaboatão dos Guararapes, in the metropolitan region of the capital Recife. With the aim of finding alternatives to the problems faced by Physics teachers when approaching content in the classroom, we carried out an investigation at the school, in order to contribute to teachers in the respective area of knowledge and related areas, and to students from public and private high schools. Thus, using the sundial as an educational product to determine the speed of the Earth's rotation, which was made from low-cost and easily acquired materials by groups of students during a workshop where there was interaction and mediation between the group participants, between each group and between the groups and the teacher, which - sundials - were used to determine the speed of the Earth's rotation. To carry out this work, we adopted the Investigative Teaching Sequence (SEI) as a methodology, with one of the objectives being to research what would be feasible, within the field of knowledge, to determine the speed of the Earth's rotation using a sundial. Supported by Lev S. Vygotsky's theory of mediation, that is, socio-constructivism to assist us in this work, with the objective of having a social interaction between the students. Thus, given the results obtained, it was possible to qualitatively and positively evaluate the development of learning of a significant portion of students based on their prior knowledge, which for Vygotsky he calls a zone of real knowledge for a zone of proximal development (ZPD), a zone where the learning process occurred, which is the distance between what the individual already knows, that is, their real knowledge, and what they have the potential to learn with the help of a classmate or with the teacher.

The work that follows presents a possibility for a methodology aimed at Physics Teaching that can be applied to students from Elementary School Final Years (EFAF) to High School (EM) in the classroom context with the aim of solidifying the foundations of fundamental knowledge about hydrostatics. To build Meaningful Learning, the use of active methodologies is applied in the development of this work, more specifically the Research-based Teaching Sequence (SEI). The study was carried out with classes from the 8th and 9th years of Elementary School in different educational institutions, both private, in the state of Pernambuco. The process of applying the educational product took place in four stages, in the first of which the experimental kit was presented and students were allowed to carry out observations and measurements. Then, in the second stage, there was a moment of exchanging information between the students about their observations and previous knowledge. In the third stage, the concepts of density and specific mass were formalized. Finally, the last one is of an evaluative nature. It is important to highlight that at each stage the students responded to a respective questionnaire. The experimental kit used in the procedures consists of 6 cubes of PLA (polylactic acid, a biodegradable thermoplastic used in 3D printing, the material from which the cubes are made), a 30cm ruler, a graduated beaker and a precision scale. The entire kit is low cost and can be applied to groups of 4 to 10 students. The students participating in the activity had no prior contact with the concepts covered in this work, and after carrying out the successive questionnaires, a growing convergence towards the understanding of the topic by a significant part of the participants could be observed, especially if used continuously and with adequate time for each group.

Projectile Motion is considered a difficult subject due to its mathematical treatment, involving trigonometric relations and functions. In order to facilitate the teaching-learning process, a didactic sequence was developed based on Jean Piaget and Lev Vygotsky, as well as practices used in Project-Based Learning, Inquiry-Based Teaching and Gamification. The project, implemented in 9th grade, had five stages involving debates, experiments and the reading and discussion of a hypertext, a digital material developed as an educational product. Throughout the sequence, the students were engaged, demonstrating interest in scientific investigation. The experience highlighted that active methodologies can make Physics teaching more contextualized, meaningful, and motivating for students.

This dissertation presents an educational product aimed at contributing to the teaching of Modern and Contemporary Physics using technological resources. The use of innovative tools has become essential in the educational context. Thus, incorporating technologies that are part of students' everyday lives into pedagogical practices in Physics teaching brings numerous benefits, such as dynamic learning that is more aligned with their reality. In this context, the main objective was to analyze the contributions of a methodological proposal using the Flipped Classroom and Station Rotation models, along with technological resources, Arduino and the MIT App Inventor application, in the experimental determination of Planck's constant with high school students. For this, we chose a Reference High School located in Mata Norte, Pernambuco, and a 3rd-year class from the previous high school system before the New High School reform. We selected two methodologies that are part of hybrid teaching, namely, Flipped Classroom and Station Rotation, as we considered that both combined the ideas of making students protagonists of their knowledge and working with technologies with digital and non-digital activities, such as: cell phones, Arduino, sensors, questionnaires, and experimental scripts. We used Lev Vygotsky's ideas as the theoretical basis, especially his concepts of the Zone of Proximal Development and his contributions to Physics teaching. We conducted a qualitative analysis of the results, interpreting the collected data based on the applications of the Stations. We concluded that the practices proposed in the Stations, along with the experimental setup and the MIT App Inventor application, facilitated and provided many moments of student participation, knowledge construction, and productivity during the Stations, proving to be an excellent tool for Physics teachers and supporting the teaching and learning process of students.

Physics is an experimental discipline with a broad connection to the reality surrounding
students; Physics Teaching must incorporate these two aspects into the classroom rou-
tine. In this dissertation, we present a proposal for using computer simulations to bring
theoretical content closer to the phenomenology it aims to describe. Our proposal, based
on Anna Maria de Carvalho, explores problem situations to promote meaningful learning
and seeks to awaken in students an active stance by using a tool that allows learning
through investigation and the performance of investigative demonstrations. The resulting
Educational Product consists of a didactic sequence on geometric optics, comprising a set
of classes on the GlowScript platform. In addition, the Educational Product introduces the
reader to the Python programming language and the GlowScript environment. The goal is
to provide an interactive environment that engages high school students in active learning
of Physics. We emphasize the association between the classroom and using computers as
an enriching and enhancing resource in the teaching and learning process. The GlowScript
environment allows the development of multiple functions directly in the browser, using
the Vpython module to easily create and manipulate three-dimensional figures/objects and
plot function graphs and drawing curves. It is possible to create animations of physical
phenomena based on the solution of the fundamental equations that govern the temporal
evolution of the quantities that describe the system’s behavior. We designed the code to
allow the user to interact with the simulation, modifying the parameters and the initial
conditions or even rewriting it.

This dissertation presents a methodological proposal based on the Three Pedagogical Moments (3PM), which aims to be an auxiliary material for the teaching and learning process of Newton's laws, with a view to helping the teacher in the construction of a meaningful learning, making the student leaves the state of passivity, and becomes a building agent of his knowledge. The purpose of the proposal, as an educational product, is to contribute to the teaching of Physics, using the analysis and discussion of everyday situations for the understanding of concepts, laws and relations of Physics with the increasingly modern world. The dynamics of the 3PM was initially presented by Delizoicov, linked to a central theme, structured in terms of the initial Problematization; Organization of knowledge and Application of knowledge. The main objective of this study was to analyze the contributions of the 3PM approach during the teaching and learning process of Newton's laws, with high school students. We also sought to identify students' prior knowledge of Newton's laws applied to everyday situations. To achieve the intended objectives, David Ausubel's Theory of Meaningful Learning was used as a theoretical framework, which indicates the relevance of a cognitive correlation between new knowledge and prior knowledge, and the learner's willingness to learn. The methodology based on the 3PM was applied in a group of high school students, from a public school, located in the city of Barreiros/PE. The 3PM were structured, contemplating in the initial Problematization: presentation of Physics strips and images with oral arguments of problematizing situations; Organization of knowledge: didactic intervention by the teacher with the approach of Newton's laws and everyday situations, and in the Application of knowledge: systematization of knowledge from practical activities, and discussion of the activities experienced. In the 3PM, questionnaires were applied. The results showed that the 3PM methodology can be an excellent tool for the teaching-learning process, providing opportunities for meaningful learning.

This work presents the construction of an educational product that results from a research carried out on the school floor within the scope of the “Mestrado Profissional em Ensino de Física” - Polo Recife. The author of this work is a Physics teacher who works in the public education network in Pernambuco, and also graduated in Full Degree in Physics from UFRPE. The main objective is to support and inspire Physics teachers who wish to teach Physics, more specifically Electrodynamics, in an exploratory, investigative way and at the same time with an experimental emphasis. The work developed proposes a series of teaching strategies and instruments, based on the perspective of potentially significant learning, enabling high school students to understand, in an applied way, the concepts involved in the studied phenomenon. Therefore, the work written here is built in such a way as to present guidelines for the execution of activities with the students, always keeping in mind the search for a meaningful, cooperative and collaborative learning of the students. In the proposal, students are encouraged to engage in the process, either through group observation of each stage of the experiment in question, but also to make predictions about the results, and even participate actively in discussions, dialoguing with their colleagues. and other groups. The main premise of the proposal is to build situations in which students are challenged to find answers or understandings, based on scientific knowledge, for everyday situations through experiments, which go beyond the demonstrative approach. At the end of the sequence of activities, the proposal makes it possible for students to feel more capable of constructing arguments to explain phenomena based on observations, discussions and responses achieved.

In recent times, several works have been developed with the objective of
improving the teaching of Physics in Brazil, even though the reality of teaching Physics is
bureaucratic in terms of methodologies, sometimes they are“methodological instructions”
that produce a banking type of literacy. We developed this work with a view to meaningful
learning, its purpose is to contribute to the construction of more dynamic and inclusive
classes, between knowledge and student practice within their daily lives, and thus
become a methodological guide for the teaching teacher basic. Motivated by the
methodology of the Three Pedagogical Moments (3MP), the didactic sequence was
developed with the objective of working the initial problematization, through sound and
visual perception using videos and applications. Next, the organization and application of
knowledge provided by scientific research in the perception and manipulation of
harmonics produced by musical instruments present in the students' daily lives and in the
study of Acoustics is presented. In this investigation, it was possible to observe that at
different times the students demonstrated critical thinking, motivation, capacity for
abstraction and epistemological curiosity, indicating that the objective of the intervention
was satisfactory, as it promoted a critical education.

The present dissertation materializes a teaching and research path, based on meaningful learning and on potentially significant teaching units, which consisted in the development and application of an educational product that used a small musical instrument, the kalimba, from the lamellophone family, which turned to the physical and musical study of the vibration of homogeneous bars, fixed at one of their ends. In this course, students were able to manipulate the instrument, reflect on the function of the blades, resonance box, easels, support and holes, focusing attention on the physical-mathematical model that relates the fundamental frequency of vibration of each blade to its useful length. Next, they reflected on the relationship between frequency and musical notes, based on the understanding of the 12 semitone scale equally tempered. The analysis of the application of the product, as well as the data collected, pointed to the importance of protagonism in meaningful learning, as well as to the construction of an important subsumer for the continuity of studies in acoustics, which is that the vibration frequency of a body is a function of its dimensions.

The present work consists in the use of Potentially Meaningful Teaching Units (PMTU), which are based on Ausubel's Theory of Significant Learning, for teaching the photoelectric effect. Its application took place in a private educational institution with 3rd year high school students who actively participated, guided by the teacher who mediated each step of PMTU. The project was carried out in eight sequential classes and its results were analyzed at each stage. Its success has shown how these sequences lead to meaningful learning. Finally, a manual was produced in order to help new work by teachers in this area.

Currently, one of the biggest difficulties in achieving consistent learning in elementary schools is the lack of connection between the contents and the daily lives of students. One of its most damaging effects is disinterest on the part of students. This and other problems affect Physics teachers in high school quite significantly. The contents are worked out of context and far from the expectations and realities of the school community, having an impact on various areas of society. Resulting in deficient learning and training of an unskilled workforce. Another important factor in this equation is the disruption of school environments that have not kept up with the speed of technological innovations that have taken place, showing themselves increasingly disconnected from the reality of students. In this scenario, using available tools or developing them, for example, low-cost demonstrations, constitutes a possible solution, creating a connection between the content taught, the daily lives of students and their learning needs. This work uses educational robotics equipment available at school and reused materials to produce material to demonstrate circular motion and angular momentum contents, Rotation Dynamics contents, as a strategy to facilitate and stimulate the teaching-learning process. An educational product consisting of instruments for visualizing the concepts was then developed. With the use of this, the student will have the opportunity to observe step by step the demonstrations carried out through photos and videos. The work was with students from the second year in 2020 who are attending the third year of high school in 2021 at the reference school in high school José Manoel de Queiroz, in the municipality of Paulist. Instruments designed anddeveloped for the topic addressed were assembled, adapted from assemblies present in the manuals of the LEGO Mindstorms NXT 9797 kit, based on Gagné's theory of cumulative Learning, Piaget's constructivism and Vygotsk's socio-interactionism. Students responded to the pre- and post-test to assess the gain in learning about the subject covered and participated in virtual activities that enabled learning about the content.

This work presents a didactic sequence developed to understand the concept of resonance by students who will carry out activities based on David Ausubel's meaningful learning theory through advanced organizers in investigative processes. The mediating teacher determines the level of inquiry by the scripts of the activities and by the interventions during the discussions and sharing of results by the students. The results come at the end of each pedagogical moment, anchoring previous concepts, constructing new concepts and making them consistent. The conceptual map present in the work gives the guideline of the objectives of the intervention that is divided into three pedagogical moments. Each moment was applied based on different stages of meaningful learning. Advanced organizers were used as anchorage in the first moment, combinatorial learning in the second moment and subordinate learning in the third moment of the class. The sequence was applied to a first year high school class and is presented as a model for other phenomena that can serve as a motto for physics teaching. The idea is that students develop skills to understand the universe in which they live without having full knowledge of the areas addressed by the phenomenon chosen as the object of study.