DIDACTIC SEQUENCE BASED ON WILLIAM GLASSER'S LEARNING PYRAMID FOR TEACHING MODERN PHYSICS FROM AN CTSA PERSPECTIVE

Abstract

The advances in the study of Modern Physics since the beginning of the last century, as well as its applications in medicine and engineering, among others, are much more visible today. However, when we look at the teaching of this content at the high school level, we see the lack of debate with students, causing them to have less contact with this new and current science in the classroom. This educational product proposal aims to investigate the interest of high school students in Modern Physics and its relationship with society today. To provoke debate about the influence and importance of science in helping, for example, treat diseases and generate energy. The educational product aims to use a didactic sequence that will involve the active methodology inverted classroom in conjunction with the CTSA approach - Science, Technology, Society and Environment. This product is based first and foremost on Lev Vygotsky's Cultural-Historical or Socio-Historical Method, where the importance of the environment and interpersonal relationships are verified for a better cognitive development of the student. It is also anchored in William Glasser's Choice Theory and his Learning Pyramid, which, in turn, puts into numbers the increase in the student's ability to learn when he actively participates in his learning by reading, explaining, and discussing topics with his classmates.