Experimental activities as a didactic strategy for teaching physics in secondary education

Abstract

Students' ability to experiment, observe, test and comment on events occurring in the natural environment is enhanced through the use of experimental practices. The objective of the study was to carry out experimental activities as a didactic strategy for teaching physics in secondary education. The methodology used was descriptive, basic type, with qualitative and semiquantitative methods. Two groups were selected (experimental and control) of 18 participants each, to which were applied: a pre-test - intervention (only to the experimental group) - post-test. Three experimental activities concerning light refraction, light scattering and additive color synthesis were applied as intervention guides. The results showed that the experimental group was substantially more involved in the development of pedagogical activities to deepen their understanding of physics once the didactic approach was implemented. The conclusion evidenced that the use of experimental activities as a teaching method improved high school students' understanding of physics.