Ensino de óptica na educação básica: uma abordagem investigativa utilizando a câmera pinhole

Abstract

Inquiry-based teaching has emerged as an effective approach to promoting meaningful learning in science disciplines, including Physics. This study analyzes the impact of this methodology on the teaching of geometric optics through the construction and experimentation with a pinhole camera. The research was conducted with second-year high school students from a private school in Pernambuco, Brazil, using a model based on Carvalho’s (2012) proposal, in which students were encouraged to formulate hypotheses, conduct experiments, and critically interpret optical phenomena. The construction and use of the pinhole camera enabled the exploration of fundamental concepts such as image formation, the relationship between aperture size and sharpness, and the principles of rectilinear light propagation. The results indicate that the investigative approach fosters active learning and enhances students' conceptual understanding. Additionally, an increase in student engagement and autonomy was observed throughout the activities. The findings reinforce the importance of active methodologies in Physics education and highlight the potential of investigative experimentation as a pedagogical strategy to make the teaching-learning process more dynamic and effective.