Experimentation in learning processes:

A case in the Physics–Mathematics program

Abstract

This research aims to analyze the impact of experimental activities conducted in Elective IV on the learning of fifth-year Physics and Mathematics students in the evening session. The research employs a qualitative and descriptive approach. The sample consisted of seven students, and a focus group was used as the data collection instrument. The main results indicate that the students adequately understood the theoretical concepts related to the rectilinear propagation of light, light reflection, refraction, diffraction, and image formation in mirrors and lenses. Furthermore, they developed skills in creating diagrams and organizing themselves for collaborative work. The experimental activities also fostered the development of values ​​such as responsibility, respect, ethics, and honesty. Another finding is that the optional component positively impacted the semester's integrative strategy, as students applied their knowledge of light reflection and image formation in mirrors during a recreational workshop for secondary school students. On the other hand, the results indicated that students experienced difficulties in handling the instruments. This suggests that the application of experimental activities should be emphasized in the students' training process to strengthen their scientific learning, given that they will soon assume the role of teachers, and this will enable them to develop effective teaching practices.