Epistemological and experimental approach in science teaching, a didactic strategy for learning Newton's theory of light

Abstract

The controversy that arose in the 17th century around the nature of light and the formation of colors by refraction is an interesting example of how revolutions occur in the conceptualization of a phenomenon and of the revealing character that an experiment can have. The objective of this study was to implement a strategy to improve the learning of Newton's theory of light through experimentation and epistemology. The sample consisted of 15 students, who underwent an initial test and a final test, after applying the sequence with experimental activities. The results showed how the students improved in their academic performance, showing that the pedagogical strategy favors the apprehension of the theory of light, becoming an interesting pedagogical resource for teaching scientific content.