Robótica educacional no ensino de física
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Data
2016-02-05
Autores
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Universidade Federal de Goiás
Resumo
Physics teaching process, as we know, faces several difficulties, including the lack of
students’ motivation. The dynamic of Physics classes is restricted to presenting the
subjects of the program content through problem solving and the use of
mathematical language, without motivating/explaining why and/or how to use
mathematics to solve the problem. Given these difficulties, the teacher should also
look for ways to motivate students. That said, one of the alternatives is the
employment by the teacher of diverse methods in the classes when feasible. With
this in mind, this research’s main goal, a qualitative one, is implementing Educational
Robotics in Physics Teaching, aiming at a meaningful learning for students of 1st
stage of the Electrical, Mechanical and Chemical courses at SESI SENAI Unit in the
city of Catalão. This research is based on the ideas of Ausubel (Meaningful
Learning), Vergnaud (Field conceptual) and Vygotsky (social interaction). The
analysis of a diagnostic exam applied to 98 students in these classes revealed that
most part of them did not know about scientific knowledge of various Physics
contents, such as average speed and Newton's Third Law. In this sense, it was
developed and applied a didactic sequence of activities using Educational Robotics,
which focus was mainly on those contents. It was noticed that during the
performance of activities the use of Educational Robotics was well accepted by the
students, since they participated actively and managed to understand the key
physical concepts involved in the experiments.
Descrição
Palavras-chave
Aprendizagem significativa, Ensino de física, Mindstorms NXT®, Robótica educacional, Meaningful learning, Physical education, NXT® Mindstorms, Educational robotics
Citação
RABELO, A. P. S. Robótica educacional no ensino de física. 2016. 67 f. Dissertação (Mestrado em Ensino de Física) - Universidade Federal de Goiás, Catalão, 2016.