A formação de imagens no olho humano: um experimento didático-formativo na perspectiva do ensino desenvolvimental de Davydov

Abstract

Faced with the difficulties faced by the teaching of Physics, and the orientations present in the National Curricular Parameters of High School that aim to make the student subject active in the process of learning and the teaching of Physics more significant, a didactic experiment was developed based on theory of Davydov 's developmental teaching, with second year high school students, at a state college located in the city of Jataí - Goiás. The objective was to verify the contributions of a formative didactic experiment to teach the concept of image formation in the human eye. For this, a logical-historical study was carried out on light and image formation to raise the core concepts of content, then analyzed the activities elaborated with basis on the theory of developmental teaching punctuating their contributions to the teaching and learning of concepts related image formation in the human eye. The data were obtained through observation of the teacher, who is also the researcher, audio and video recording, field diary and the activities performed with the students. In the data analysis, it was sought to identify the mental actions that were developed and indications of the formation of the theoretical thinking in the students. The experiment was developed in eleven classes of forty-five-minute and has six teaching activities using texts, videos and experimental activities designed to awaken students' motives to learn the concepts and develop theoretical thinking, these activities were organized into an educational product, set out in Appendix I. The data obtained indicate improvements in the students' interest in learning the contents, although they presented difficulties with the work methodology at the beginning of the proposal, the students were acquiring a more active posture during the development of the experiment. There are also indications of the formation of theoretical thinking, when students can apply the concepts studied in particular situations, it should be emphasized that not all the students who presented these signs. The study also pointed out some challenges, the change of the teacher's position, being necessary that the teacher left the traditional conduct and assume the role of guiding the process of teaching and learning, this points to a necessary theoretical methodological renewal in teacher training courses.