UMA PROPOSTA DE ENSINO DA RELATIVIDADE FUNDAMENTADA NA TEORIA DA APRENDIZAGEM SIGNIFICATIVA

Abstract

In this work we try to comment in a didactic and mathematically accessible way the most relevant topics for Galileo's relativity and special relativity taking into account the significant learning of David Ausubel and with the collaboration of conceptual maps of Novak. Thus, the student can be shown how the transition from the Classical theory to the Modern theory of Relativity was, that is, how the concept of space was observed in the Classical Theory and how it was in the Theory of Modern Physics, which unified space with four dimensions, that is, three spatial dimensions and one temporal. In this sense, high school students are shown that we can anchor the concepts already acquired in inertial reference systems, through Galileo's space and velocity transformations and that with this, for the case of velocities above 1% of the velocity of the light, we can insert the concepts of Lorentz-Fitzgerald transform in order to consider the relativistic effects in the spatial coordinates. In these cases, we will have effects of space contraction and time dilation. Alongside these effects, we cover applications and exercises familiar to students, such as space travel, motion or launching satellites with simple algebraic and geometric proofs to show the Lorentz-Fitzgerald factor and time interval corrections. We also propose the use of conceptual maps in Novak's conception, not only to facilitate learning, but also as an exercise in fixing concepts in order to accompany students' learning. The conceptual maps in this perspective show a graphic scheme to the student, highlighting the connections between the most significant concepts of Galileo's Classic Theory of Relativity and the theory associated with the new Modern Physics. Thus, what we are proposing is a didactic sequence anchored in the Theory of Meaningful Learning capable of facilitating the teaching and learning process. The result of the application of this proposal, in a third-year high school class, shows that despite the level of difficulty imposed by the content itself, aspects such as engagement and evaluation show an acceptable student performance, which shows signs that learning has been significant.