As compreensões dos estudantes acerca do conhecimento sobre ótica: análise de uma atividade para o estudo de fenômenos da natureza

Abstract

The students bring to the classroom a set of explanations about a particular subject, known as prior knowledge, often different from scientific knowledge presented by the school. This point is especially important, as it enables the teacher to discredit the appropriation of knowledge happens for the simple transmission. Previous knowledge are functional explanations for the objects and phenomena, often undeveloped that need to be identified and taken into consideration by teachers of physics. In this sense, we present an educational experience for the study of the rainbow, experienced in physics classes with students of the second year of high school, analyzed from the assumptions of the Theory of Meaningful Learning. We believe that education should be based on personal experiences that students experience and the teacher's role is to advise and regulation of activities with a view to transforming existing knowledge into their cognitive structure. Thus, according to the ausubeliano thought, if the teacher wants to teach significantly, you need to discover what the student already knows, to finally direct their teachings. Keywords: Physics Teaching. Prior knowledge. Scientific concepts. Rainbow.