EXPLORING THE PHOTOELECTRIC EFFECT IN HIGH SCHOOL: AN AUSUBELIAN DIDACTIC SEQUENCE PROPOSAL WITH COMIC STRIP AND BOARD GAME

Abstract

This research reflects a dissertation developed within the scope of the National Professional Master's Program in Physics Teaching (MNPEF), Campus 60 of the State University of Bahia (UNEB), and proposes a didactic sequence focused on the Photoelectric Effect for High School, seeking to overcome the challenges imposed by the conceptual abstraction of this quantum phenomenon. It is based on the Theory of Meaningful Learning (TAS), which emphasizes the need for new knowledge to relate in a non-arbitrary and substantive way to the students' prior knowledge (subsumers). Its guiding question is whether it is possible, or not, for third-year high school students to achieve meaningful learning about the photoelectric effect through a didactic sequence. The general objective is to develop a didactic sequence based on Ausubel's theory of meaningful learning for teaching the photoelectric effect in the third year of high school, with the following specific objectives: a) To develop a comic strip as a preliminary organizer to historically contextualize the photoelectric effect; b) To produce a board game as a playful strategy for collaborative review and integrative reconciliation of concepts; and c) To create interactive forms for formative assessment and identification of students' learning difficulties. The methodology employed includes a literature review, qualitative research, and the development of the teaching sequence. Preliminary results indicate that this approach contributes to the teaching of Modern Physics, promoting more meaningful learning and student engagement with fundamental concepts of contemporary science.