OPTICS LABORATORIES FOR PUBLIC SCHOOLS' HIGH SCHOOLS
ASSEMBLY AND EVALUATION OF LEARNING
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This paper discusses the importance of practical classes for the content of geometric optics to be better assimilated and understood by high school students in public schools and, with this awakening that gradually occurs, increase interest in the classes mentioned above. In particular, the use of the laboratory, the involvement of students and the use of kits for the experiments on geometric optics were analyzed. The use of low-cost, easily accessible materials was also verified, as well as the approach to topics such as light scattering, plane mirror association, light reflection and refract...
This paper discusses the importance of practical classes for the content of geometric optics to be better assimilated and understood by high school students in public schools and, with this awakening that gradually occurs, increase interest in the classes mentioned above. In particular, the use of the laboratory, the involvement of students and the use of kits for the experiments on geometric optics were analyzed. The use of low-cost, easily accessible materials was also verified, as well as the approach to topics such as light scattering, plane mirror association, light reflection and refraction, and spherical lenses. It is noted that for many students is difficult to make a connection between theory and practice. Meanwhile, it can be seen that physics has to make sense to students and be seen as something practical and present in their daily lives. Thus, practical classes become a great ally of the teacher, ensuring greater learning about the topics covered.
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