TEXTBOOKS, COMPUTER SIMULATORS, AND EXPERIMENTAL ACTIVITIES: TEACHING TOOLS FOR OPTICS IN HIGH SCHOOL

Abstract

The teaching of optics at the high school level is often approached in a fragmented manner, without explicit connections to real-world contexts and practical applications. This can hinder students' conceptual understanding and their perception of the relevance of the topics studied. In this context, this study aims to investigate which teaching resources are most effective for optics education at this level. The methodology adopted consists of a systematic literature review focusing on the analysis of different pedagogical tools, including textbooks, practical experiments, and computer simulations. The study seeks to evaluate the contribution of these resources to learning and concept assimilation, as well as their respective advantages and limitations. The investigation considers the effectiveness of each approach by examining its impact on students' knowledge construction. The comparative analysis of these resources suggests that no single tool alone can ensure comprehensive learning. However, the balanced integration of multiple teaching resources enhances instruction, making it more dynamic and facilitating the understanding of optical phenomena. The results indicate that adopting a hybrid teaching approach not only improves students' conceptual understanding but also promotes greater engagement and motivation, contributing to a more contextualized and meaningful learning experience.