APPLICATION OF A TEACHING SEQUENCE ON THE PHOTOVOLTAIC EFFECT IN HIGH SCHOOL

Abstract

This study applies and evaluates a didactic sequence on energy and the photovoltaic effect in high school, fundamental themes for modern physics that, due to their conceptual complexity, require diverse didactic approaches for their understanding. Using investigative activities, the goal is to promote scientific literacy and the development of students' critical thinking. The qualitative research was conducted with a third-year high school class from a private school in the south of the state of Rio de Janeiro. The sequence, comprised of four activities, was implemented over six class hours, using a photovoltaic panel and computer simulations. Data collected through written responses and the teacher's field journal were analyzed using Bardin's Content Analysis, with categories constructed a posteriori. The results indicate that the didactic sequence fostered the understanding of the process of converting light energy into electrical energy, evidenced by the students' ability to explain the photovoltaic effect, identify the components of the solar panel, and relate light intensity to the generated electrical energy. The debate on the implications of photovoltaic energy led students to consider the challenges of implementing solar energy in Brazil, such as high costs and intermittency, as well as the importance of diversifying energy sources, including alternative sources like wave energy. We identified potential for fostering scientific literacy by involving students in activities that demand the understanding of scientific concepts and data analysis. Despite some difficulties, such as time constraints and unfavorable weather conditions, the didactic sequence proved promising for the cognitive and critical development of students, favoring the understanding of the photovoltaic effect and its socio-environmental implications. The reflection on teaching practices highlighted the importance of the teacher in mediating knowledge.