Atividades computacionais e experimentais como ferramentas de ensino da eletricidade
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Data
2018-12
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
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Resumo
Esta dissertação aborda a utilização de simulações computacionais e atividades experimentais, sendo a última como metodologia complementar, no ensino de Eletricidade, em especial, os circuitos elétricos. Este trabalho foi desenvolvido com alunos do 3º ano do Ensino Médio e o problema que embasou a pesquisa foi: Quais
são as implicações na prática pedagógica do uso de simulações computacionais e atividades experimentais no ensino de Eletricidade para o 3º ano do Ensino Médio em uma escola da rede pública estadual, na cidade de Linhares, ES? A investigação foi realizada em uma escola pública do município de Linhares, Espírito Santo, tendo, como participantes, dezoito alunos. Os objetivos específicos elencados para esta pesquisa foram: desenvolver uma atividade pedagógica de circuitos elétricos com alunos do 3º ano do Ensino Médio, por meio de simulação computacional; desenvolver uma atividade de laboratório sobre circuito elétrico com alunos do 3º ano do Ensino Médio, por meio de atividade experimental; identificar as implicações da prática pedagógica proposta, com base nas simulações computacionais e atividades experimentais, no ensino de conceitos básicos de Eletricidade; avaliar se as atividades desenvolvidas na prática pedagógica são potencialmente relevantes para o ensino de conceitos básicos de Eletricidade. A pesquisa é de natureza qualitativa. Para levantamento dos dados foram utilizados, nesta sequência: o roteiro de atividades da prática de simulação computacional; o questionário do Socrative, com vistas a avaliar a aprendizagem na simulação computacional; o roteiro de atividades experimentais; e o questionário de avaliação da intervenção pedagógica realizada. Foram utilizados como dados, também, questionamentos durante as atividades propostas, além de observações feitas em um diário de campo e fotos. Os dados analisados apontaram o seguinte: a) os estudantes evidenciaram, durante a simulação computacional, a falta de alguns conceitos básicos relacionados às grandezas elétricas, principalmente à corrente elétrica, pois alguns alunos não diferenciavam corrente de tensão elétrica; b) o questionário do Socrative foi importante para evidenciar lacunas apontadas no item anterior; c) a atividade experimental, como complemento à simulação, pode ser usada para dirimir as
dúvidas não sanadas por meio da simulação; d) o material elaborado e proposto nesta prática mostrou-se eficiente, pois contribuiu para que houvesse ampliação dos conhecimentos dos estudantes, possibilitando a verificação de fenômenos e conceitos físicos, de forma prática, além de relacioná-los com os conteúdos
apresentados em sala de aula e e) foi possível, por meio das atividades realizadas, perceber evidências de que os estudantes estavam bem mais motivados e predispostos para trabalhar com as atividades experimentais e as simulações. A utilização de estratégias pedagógicas diferenciadas contribuiu muito na
aprendizagem, de acordo com as opiniões dos alunos.
This dissertation addresses the use of computational simulations with experimental activities, being the latter a complementary methodology in the teaching of Electricity, especially the electrical circuits. This work was developed with students of the 3rd year of High School and the problem that underlies the research was: what are the implications in the pedagogical practice of computational simulations and experimental activities and in the teaching of Electricity for the 3rd year of High School in a public school, in Linhares, Espírito Santo, Brazil? The research was carried out in a public school in Linhares, a city of Espírito Santo, Brazil, with eighteen students as participants. The specific objectives listed for this research were: to develop a pedagogical activity of electrical circuit with students of the 3rd year of High School, through computer simulation; to develop a laboratory activity on electric circuit with students of the 3rd year of High School, through experimental activity; to analyze the implications of the proposed pedagogical practice, based on computational simulations and experimental activities, in the teaching of basic concepts of Electricity; to evaluate if the activities developed in pedagogical practice are potentially relevant to the learning of basic concepts of Electricity. The research is of a qualitative nature, and the analysis has the pretension to privilege the discussion around the collected data. In order to collect the data, the following sequence was used: the script of activities of the computer simulation practice; the Socrative questionnaire, aiming to evaluate the learning in the computer simulation; the script of experimental activities; and the evaluation questionnaire of the pedagogical intervention carried out. Questionnaires were also used during the proposed activities, as well as observations made in a diary, besides photos. The analyzed data indicated the following: a) the students evidenced, during the computational simulation, the lack of some basic concepts related to the electric quantities, mainly to the electric current, because some students did not differentiate electric current of electric tension ; b) the Socrative questionnaire was important to highlight the gaps pointed out in the previous item; c) the experimental activity, as a complement to the simulation, can be used to solve the unsolved doubts through the simulation; d) the material developed and proposed in this practice proved to be efficient, since it contributed to the expansion of students' knowledge, making it possible to verify phenomena and physical concepts in a practical way, as well as to relate them to the contents presented in the classroom. class; and e) it was possible, through the activities carried out, to perceive evidence that the students were much more motivated and predisposed to work with the experimental activities and the simulations. The use of differentiated pedagogical strategies contributed much in the learning, according to the students’ opinion.
This dissertation addresses the use of computational simulations with experimental activities, being the latter a complementary methodology in the teaching of Electricity, especially the electrical circuits. This work was developed with students of the 3rd year of High School and the problem that underlies the research was: what are the implications in the pedagogical practice of computational simulations and experimental activities and in the teaching of Electricity for the 3rd year of High School in a public school, in Linhares, Espírito Santo, Brazil? The research was carried out in a public school in Linhares, a city of Espírito Santo, Brazil, with eighteen students as participants. The specific objectives listed for this research were: to develop a pedagogical activity of electrical circuit with students of the 3rd year of High School, through computer simulation; to develop a laboratory activity on electric circuit with students of the 3rd year of High School, through experimental activity; to analyze the implications of the proposed pedagogical practice, based on computational simulations and experimental activities, in the teaching of basic concepts of Electricity; to evaluate if the activities developed in pedagogical practice are potentially relevant to the learning of basic concepts of Electricity. The research is of a qualitative nature, and the analysis has the pretension to privilege the discussion around the collected data. In order to collect the data, the following sequence was used: the script of activities of the computer simulation practice; the Socrative questionnaire, aiming to evaluate the learning in the computer simulation; the script of experimental activities; and the evaluation questionnaire of the pedagogical intervention carried out. Questionnaires were also used during the proposed activities, as well as observations made in a diary, besides photos. The analyzed data indicated the following: a) the students evidenced, during the computational simulation, the lack of some basic concepts related to the electric quantities, mainly to the electric current, because some students did not differentiate electric current of electric tension ; b) the Socrative questionnaire was important to highlight the gaps pointed out in the previous item; c) the experimental activity, as a complement to the simulation, can be used to solve the unsolved doubts through the simulation; d) the material developed and proposed in this practice proved to be efficient, since it contributed to the expansion of students' knowledge, making it possible to verify phenomena and physical concepts in a practical way, as well as to relate them to the contents presented in the classroom. class; and e) it was possible, through the activities carried out, to perceive evidence that the students were much more motivated and predisposed to work with the experimental activities and the simulations. The use of differentiated pedagogical strategies contributed much in the learning, according to the students’ opinion.
Descrição
Palavras-chave
Atividades experimentais; Simulações computacionais; Eletricidade; Ensino de Física; Computational simulations; Electricity; PhET
Citação
SCARPATI, Roniedison. Atividades computacionais e experimentais como ferramentas de ensino da eletricidade. 2018. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2018. Disponível em: http://hdl.handle.net/10737/2522.