In most high schools, the education of Physics still maintains its focus on traditional education, with classes centered on the teacher, unidirectional and always from top to bottom. However, in face of technological advances, the development of new theories of education and learning methodologies of the do-main of Physics, this dissertation aims to break the barrier of traditional teaching and the new school, bringing as a main focus the learning as you do, and make the student responsible for their own education, developing protagonism and investiga-tive character. For that, we will use John Dewey's theory in which the process of teaching-learning is centered on an indi-vidual's lived experiences. Vygotsky's theory also brings up that the education is related to the relationship between individuals and society. In the methodology an activity will be proposed which investigates the relation between frictional force and contact area of an object and the surface it supports, based on active methodologies, specifically in Problem-based Learning (PBL) combined with didactic resources and using the Tracker software to analyze videos as a mean of educational product. It is important to point out that this educational product will have an institutional character and will be consulted by other teach-ers to be replicated in different schools. The results of this dis-sertation, analyzed after application at Ariano Vilar Suassuna Technical School, located in the city of Garanhuns, in the state of Pernambuco, in a 1st year of high school class, highlight the student's independence in the construction of their own educa-tion, being critical and dealing with constructive situations in the phenomenological sense of the concepts involving the fric-tional force and its relation with contact surfaces.

The domain of solid state physics allowed the development of the main fields of applied research, leading to the emergence of increasingly efficient and sophisticated electronic components. In this context, semiconductor materials represent one of the greatest technological revolutions of the last century, impacting society, massifying automation, control, information and communication technologies, which are indispensable to human beings today. Thus, this work aims to develop the physics of semiconductor materials through the construction of five practical electronic circuits, allowing the student to relate the various physical properties of these materials with their applications, making them realize their technological impact and the main differences between active and passive components. The classical diode and the transistor are presented, both analyzed from an electrodynamic point of view, with an emphasis on the theory of electronic bands. For this purpose, a didactic sequence was created, consisting of six classes based on experimental activities, so that the theory developed is constantly linked to experimental work, strengthening dialogism through Vygotskian social interactionism, breaking with merely expository practice. In the last two classes, the construction of a water level measuring circuit is proposed with the strategic objective of integrating the concepts developed in the previous classes, leading the student to understand his own learning trajectory.During the application of the didactic sequence, kits with materials were provided to the students, initially divided into four groups containing simple hand tools, resistors, capacitors, LEDs, diodes and transistors. During classes, students were evaluated through the functional interpretation of the proposed circuits, allowing to verify the development of skills and competences specific to this field of study. To analyze the application of the educational product, a socio-pedagogical questionnaire was applied, in order to characterize the target audience of the work, an assessment of prior knowledge, in order to analyze the basic subsumers of students for the study of the topic, considering the theory of significant retention of knowledge proposed by David Ausubel, the study of student performance during experimental activities and an assessment of acquired knowledge, whose objective is to verify student learning and the pedagogical feasibility of the educational product. At the end of this work, it is demonstrated that the didactic transposition method based on the construction and analysis of electronic circuits makes it possible to teach the physics of semiconductor materials in high school, leading to the substantive learning of this topic.

This paper aims to investigate the potential in Hybrid Teaching through an educational product which uses the Station Rotation model, in the teaching-learning process of the Optics subject. The Hybrid Teaching Method is a teaching strategy that combines features of both remote and in-person teaching. This research was performed with High School second-graders from a private school in Maceió. The model chosen for this research was the station rotation model, in which the students the students go through teaching stations with different activities. It was divided in seven moments of 50 minutes, in the classroom. Firstly, the students took an individual pre-test. After that, they were organized in groups and directed to the stations, where they realized the tasks according to the purposes of the studied content. Finally, the students took a post-test, also individually. In the stations, two didactic experiments were used (one regarding plane mirrors association and the other one, regarding orifice darkrooms), crossword puzzles and a didactic video, all related to the Geometric Optics. After every 50-minute class, the students switched stations, taking turns until all of them had passed by all the stations. At the end of the methodology application, it was observed, through qualitative analysis, that the students were more participative throughout the class, showing more interest in the studied content. It was also observed, after comparison of the pre-test and post-test results, that there was significant improvement in the understanding of the studied content.

The difficulties in teaching Physics in Brazil are closely related to the methodologies adopted for this purpose. Among the different strategies through which learning can take place, in the teaching of Physics in Brazil, the most used is the traditional method through classes in the form of an expository monologue. In this scenario, the present work sought an alternative way of teaching, which could not only complement the pedagogical practices of the classroom in a constructive way, as well as raise social and cognitive skills useful to the teaching-learning of Physics. In order to do so, we systematically examine psychopedagogical theories of teaching and learning, the empirical foundation of educational recreational activities and also educational products of the gender that were successful in their application. Thus, from the research carried out, we created a board game aimed at teaching Geometric Optics to high school students and applied it in the classroom to a second year high school class at Escola Pública Estadual , in the city of Santana do Mundaú  – AL. The results of the application of the game were analyzed from a questionnaire applied before and after the application of the educational product and showed that students developed knowledge and skills of the Physics discipline, in addition to having a greater understanding of the content to the detriment of memorization and replication mechanics.

This work deals with a didactic sequence based on the learning theories  of Ausubel and Rogers. Discuss the advantages of using simulations for student learning, more humanized learning based on Rogers. We discussed the use of concept maps as an evaluation process, as they can  show  us  how  students acquire  the  subsumers  that  are  the  necessary  anchors  for  students  to understand the contents.

When we analyze the reality of science teaching in Brazil we find discouraged students, who do not understand the importance of subjects for their training and their stimulus to study. This picture refers to the high number of low grades and failures. Many works attribute this scenario to the lack of experimental activities in basic education. For them, purely expository classes with theory and the application of equations do not arouse students' interest in studying. One of the obstacles to change this scenario is the lack of equipment in schools. Experimental kits available in the market have a high commercial value and their acquisition is faced with a lack of adequate investment. Faced with this scenario, several authors have suggested the construction of experiments with accessible and economically viable materials. The Arduino microcontroller has stood out in this scenario since it is an open source platform, with simple programming and vast educational material available on the internet. In addition, this device enables integration with numerous components found in shops that sell electronic equipment and even reused material from e-trash (technological waste). In this context, we present here the construction of an experiment that allows observing the free fall of bodies, measuring the value of local gravity and establishing the relationship between work and energy. This experiment is associated with an Arduino and operated through a SCADA interface, facilitating data collection and allowing the time available for experimental practices. Besides the construction, we also present the methodology and results obtained after use by a teacher and high school students from Alagoas. In view of the results, which indicate the use of this practice as a facilitator of the teaching/learning process, we make available a booklet with the construction of the experimental apparatus and the methodological proposal of the instrument in question.

Currently, Physics Education has been adapting to new teaching models, the so-called active methods (or active methodologies), which enable greater interaction for the student's cognitive development. In addition to new methodologies, teaching also has new digital tools (computational technologies) that complement and assist the teaching-learning process in the classroom. In this perspective, this work aims to develop a didactic sequence that provides the Physics teacher with subsidies so that he can teach his classes with structured and contextualized material and significant content for the student's learning. This didactic sequence (which addresses content related to Gravitation) was applied in a full-time high school in the state public network, more precisely in the first series of high school. The application was made over four weeks in November 2019. Each week was made up of two meetings, the first in a class (each class had an average of 50 minutes) and the second in two classes. The present material is based on active methodologies, more specifically PeerInstruction (IpC) - Peer instruction and on digital technologies such as Computer animations, with respect to the National Education Guidelines and Bases Act of 1996 - LDB (Law 9.394 / 96) and NCPs. This document is also based on three pillars of theories of meaningful learning, the first is Jerome Bruner with his theory of learning by discovery (learning of the constructivist nature), the second Levi Vygotsky with his sociointeractionist model and the third is David Ausubel with his model of subsunitors (prior knowledge). Thus, this apparatus (method) was applied in the classroom and promising results were observed so that it was possible to build an appropriate educational product for the Physics teacher to have a significant performance in his activities from this material in relation to the theme (content) discussed here. Therefore, from the computational animations associated with the IpC methodology, it was possible to change the dynamics of the classroom making the teaching-learning process more effective and raising the student's motivation in this context.

This work presents as theoretical foundation in the teaching of Physics the elaboration and application of a didactic proposal in the area of Kinematics. The theme’s choice was made by analyzing that many students fail to internalize the contents of this topic, which causes numerous gaps. From this finding we seek new pedagogical means to assist the teacher in the significant learning of his/her students. In this perspective, the present work aggregates the ludic as teaching tool in the classroom, providing a union between the fun and the learning of Kinematics concepts and formulas. The research uses the student as the protagonist of his/her learning process. As a theoretical pillar of this research, David Ausubel’s theory of Meaningful Learning was used. The results showed that the application of educational products facilitated the assimilation of the subject addressed, providing a pleasant environment in the teaching-learning process of the students.

The proposed didactic sequence in this research is in accordance to the recommendations of the National Curricular Parameters (PCN's). It is addressed to the students of classes A and B, from the 2nd period of High School, in the Young, Adult and Elderly Education modality (EJAI), from the State School Pedro Joaquim de Jesus, in Teotônio Vilela city, state of Alagoas (AL). In the literature review that we did on the works published by this program, the EJAI modality does not have any didactic works or products for Physics Teaching, using the structuring theme 'A Didactic Sequence', in a meaningful learning perspective, in which concept maps are used for students of this modality, in which it aimed to address concepts related to Newton's Laws of Motion and their validity for inertial reference systems, the relationship of the mass concept with the inertial properties of matter, the involvement with non-inertial reference systems in the conception of centripetal force as a real force. The application of this product was carried out according to the methodological structure organized for each class, which are: the initial problematization for the students to attribute reasons, the content approach, seeking the construction of meanings and, finally, the learning verification through questions and the use of concept maps. In spite of the difficulties encountered due to experiencing the Covid-19 pandemic, the methods used in this work, by a construct of a qualitative research, of a diagnostic case study. The results obtained in the monitoring of students and in data collection through a questionnaire, showed indications that the didactic sequence organized as an educational product, may contribute to the teaching-learning process in physics classes, promoting the evolution of the students' cognitive structure facing the content worked. In its turn, the use of concept maps showed to promote a learning with attribution of meanings. Therefore, by the systemic vision through which this product was elaborated and applied to the EJAI modality, the obtained results showed indications of a favoring to the teaching-learning of these two followed groups.

When describing the object of knowledge, specifically during electrical circuit classes, the teacher usually makes a sketch or an electrical diagram on the blackboard, uses an image or even an electronic simulator, trying, as much as possible, to reduce abstraction in the Physics classes. However, all these resources can serve as a supplement to a methodology that, in this work, is proposed as more effective: experimentation through the construction and execution of exercises with current and voltage dividers and the use of operational amplifiers. The use of experiments with electrical circuits for training purposes is already a very present reality in third-year high school classes. However, its application in the scope of Elementary Education is still of little expressive character. Furthermore, at any level of Basic Education, when the topic of semiconductors is approached, it usually happens in a purely theoretical way. In the experimentation we find elements that constitute scientific literacy that open possibilities for the insertion of knowledge objects in a sequential way and that provide a didactic redesign in the teaching and learning processes. This work brings as an educational product didactic sequences whose main focus, from the use of assembly kits, is the study of electrical circuits with the use of semiconductor operational amplifiers, aimed at basic education. This is the report of an experience carried out at the Municipal Elementary School Aurélio Buarque de Holanda and the Pedro Joaquim de Jesus State Basic Education School, in the municipality of Teotônio Vilela - AL, in the 9th and 3rd year classes, respectively, where the students, in a co-production process with the teacher, participated in workshops for the assembly of electrical circuits based on diagrams illustrated in study guides to facilitate the assimilation of physics content about electricity. We know that much is still needed to reach higher levels of education, but this work has shown it to have potential and to be a significant contribution to the teaching and learning processes.