Robótica educacional no ensino de física

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Universidade Federal de Goiás


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.



Aprendizagem significativa, Ensino de física, Mindstorms NXT®, Robótica educacional, Meaningful learning, Physical education, NXT® Mindstorms, Educational robotics


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.