PROPOSAL FOR SIGNIFICATIVE LEARNING OF ELECTRIC ENERGY THROUGH LED LAMP’S REPAIR

Abstract

The IPCC report (2023) warns of the urgent need to reduce greenhouse gas emissions to prevent an average global temperature rise of $2^\circ C$ within less than a decade. Such an increase intensifies extreme weather events, such as floods and droughts. The recommendation involves replacing fossil fuel-based energy matrices with sustainable sources like solar, wind, and hydrogen. On the other hand, individual awareness is crucial for critical and sustainable energy use, which requires scientific knowledge promoted in schools. Physics education, particularly electrodynamics, can encourage critical reflections on energy consumption and sustainability. In this context, a Potentially Significant Teaching Unit (PSTU) was developed, comprising eight lessons that included experiments, videos, and a technical workshop designed to dialogically and problematically train students in LED lamp repair. This proposal was applied to 12th-grade students in Mauá, integrating science and sustainability to promote meaningful learning. The assessment of this application was positive, as it indicated that students achieved meaningful learning on the topic after participating in the lesson sequence and fostering the understanding of the importance of sustainability among students.