摘要：This article presents the analysis and results of an investigative experience related to the teaching of polarization through cartoons. It is a qualitative approach and it involves the design and validation of a didactic sequence based on guided research principles. The proposal includes the making of three cartoons entitled: “The One Direction Car”, “3D Cinema” and “Anti-Spy Cell Phone Screen”, all of which are experimental design and model building exercises. The process was documented on the student-designed handbooks and the teacher’s field journal. The sequence helped to generate questions in the students about polarization, and it promoted the development of action plans to address the situations proposed in a theoretical-practical manner. The process helps to understand the meanings attributed to the polarization phenomenon in line with the characterization of light as a wave, the behavior of light in relation to materials and processes of 3D image composition. Some considerations about the importance of using cartoons while teaching physics are also described.
其他摘要：This article presents the analysis and results of an investigative experience related to the teaching of polarization through cartoons. It is a qualitative approach and it involves the design and validation of a didactic sequence based on guided research principles. The proposal includes the making of three cartoons entitled: “The One Direction Car”, “3D Cinema” and “Anti-Spy Cell Phone Screen”, all of which are experimental design and model building exercises. The process was documented on the student-designed handbooks and the teacher’s field journal. The sequence helped to generate questions in the students about polarization, and it promoted the development of action plans to address the situations proposed in a theoretical-practical manner. The process helps to understand the meanings attributed to the polarization phenomenon in line with the characterization of light as a wave, the behavior of light in relation to materials and processes of 3D image composition. Some considerations about the importance of using cartoons while teaching physics are also described.
