The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Tear: Revista de Educação Ciência e Tecnologia |
Texto Completo: | https://periodicos.ifrs.edu.br/index.php/tear/article/view/4908 |
Resumo: | Abstract: An alternative to assist in the inclusion process of students with disabilities is to use Information and Communication Technologies (ICT), since these resources can create more equitable learning situations. Therefore, this paper aims to understand the potentialities of the use of ICT, more specifically, of computer simulations in the learning process of students with disabilities during physics classes in a regular elementary school. The research is of a qualitative approach, based mainly on the research of Flick (2009). The analysis presented in this study was based on the data obtained from field diary, questionnaires, activities carried out by the students and recordings made during the development of activities related to this research. It was observed, throughout the interventions, that technological resources favored the learning process, bringing greater significance to the content covered, allowing the apprenticeship to be carried out in a playful way, as well as an alternative for the students to leave a passive position in the construction of their knowledge and be an active agent, which is considered to be important for effective learning. Furthermore, computer simulations have been shown to be a valid resource for facilitating and overcoming some limitations of students with disabilities. Finally, the research has shown that didactical strategies allied with digital technologies are significant for the students' learning process. Keywords: Inclusive Education. Computational Simulation. Physics Teaching. |
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The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with DisabilitiesUso de simulações computacionais em aulas de Física: um estudo sobre a sua influência no processo de aprendizagem dos estudantes com deficiência Abstract: An alternative to assist in the inclusion process of students with disabilities is to use Information and Communication Technologies (ICT), since these resources can create more equitable learning situations. Therefore, this paper aims to understand the potentialities of the use of ICT, more specifically, of computer simulations in the learning process of students with disabilities during physics classes in a regular elementary school. The research is of a qualitative approach, based mainly on the research of Flick (2009). The analysis presented in this study was based on the data obtained from field diary, questionnaires, activities carried out by the students and recordings made during the development of activities related to this research. It was observed, throughout the interventions, that technological resources favored the learning process, bringing greater significance to the content covered, allowing the apprenticeship to be carried out in a playful way, as well as an alternative for the students to leave a passive position in the construction of their knowledge and be an active agent, which is considered to be important for effective learning. Furthermore, computer simulations have been shown to be a valid resource for facilitating and overcoming some limitations of students with disabilities. Finally, the research has shown that didactical strategies allied with digital technologies are significant for the students' learning process. Keywords: Inclusive Education. Computational Simulation. Physics Teaching.Resumo: Uma das alternativas para auxiliar o professor no processo de inclusão do estudante com deficiência é o uso das Tecnologias de Informação e Comunicação (TIC), uma vez que esses recursos podem criar situações de aprendizagens mais equitativas. Sendo assim, o presente artigo tem por objetivo compreender as potencialidades do uso das TIC, especificamente das simulações computacionais, para o processo de aprendizagem dos estudantes com deficiência, nas aulas de Física de uma escola regular da educação básica. A pesquisa é de cunho qualitativo, fundamentada principalmente nas pesquisas de Flick (2009). A análise do estudo se deu a partir dos dados obtidos por meio de diário de campo, questionários, atividades realizadas pelos estudantes e gravações, todos realizados durante o desenvolvimento das atividades relacionadas à essa pesquisa. Observou-se, ao longo das intervenções, que os recursos tecnológicos favoreceram o processo de aprendizagem, trazendo maior significação aos conteúdos abordados, possibilitando que a aprendizagem fosse realizada de maneira lúdica, bem como uma alternativa para o estudante sair da posição passiva da construção do seu conhecimento e ser um agente ativo, o que se entende ser importante para uma aprendizagem efetiva. Além disso, as simulações computacionais se configuraram como recursos válidos para facilitar e superar algumas limitações dos estudantes com deficiência. Por fim, a pesquisa mostrou que estratégias didáticas aliadas a tecnologias digitais são significativas para o processo de aprendizagem dos estudantes. Palavras-chave: Educação Inclusiva. Simulações Computacionais. Ensino de Física. Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2021-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/490810.35819/tear.v10.n1.a4908#Tear: Journal of Education, Science and Technology; Vol. 10 No. 1 (2021): MULTIDIMENSIONAL LITERACY IN THE KNOWLEDGE SOCIETY#Tear Revista de Educación, Ciencia y Tecnología; Vol. 10 Núm. 1 (2021): ALFABETIZACIÓN MULTIDIMENSIONAL EN LA SOCIEDAD DEL CONOCIMIENTO#Tear: Revista de Educação, Ciência e Tecnologia; v. 10 n. 1 (2021): LETRAMENTO MULTIDIMENSIONAL NA SOCIEDADE DO CONHECIMENTO2238-807910.35819/tear.v10.n1reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/4908/2948Copyright (c) 2021 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessSousa Carvalho, Patrícia Sales Oliveira , Ana Carolina2021-07-05T22:44:12Zoai:ojs2.periodicos.ifrs.edu.br:article/4908Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2021-07-05T22:44:12Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities Uso de simulações computacionais em aulas de Física: um estudo sobre a sua influência no processo de aprendizagem dos estudantes com deficiência |
title |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities |
spellingShingle |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities Sousa Carvalho, Patrícia |
title_short |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities |
title_full |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities |
title_fullStr |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities |
title_full_unstemmed |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities |
title_sort |
The use of Computer Simulations in Physics Classes: a Study on the Influence of the Learning Process for Students with Disabilities |
author |
Sousa Carvalho, Patrícia |
author_facet |
Sousa Carvalho, Patrícia Sales Oliveira , Ana Carolina |
author_role |
author |
author2 |
Sales Oliveira , Ana Carolina |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sousa Carvalho, Patrícia Sales Oliveira , Ana Carolina |
description |
Abstract: An alternative to assist in the inclusion process of students with disabilities is to use Information and Communication Technologies (ICT), since these resources can create more equitable learning situations. Therefore, this paper aims to understand the potentialities of the use of ICT, more specifically, of computer simulations in the learning process of students with disabilities during physics classes in a regular elementary school. The research is of a qualitative approach, based mainly on the research of Flick (2009). The analysis presented in this study was based on the data obtained from field diary, questionnaires, activities carried out by the students and recordings made during the development of activities related to this research. It was observed, throughout the interventions, that technological resources favored the learning process, bringing greater significance to the content covered, allowing the apprenticeship to be carried out in a playful way, as well as an alternative for the students to leave a passive position in the construction of their knowledge and be an active agent, which is considered to be important for effective learning. Furthermore, computer simulations have been shown to be a valid resource for facilitating and overcoming some limitations of students with disabilities. Finally, the research has shown that didactical strategies allied with digital technologies are significant for the students' learning process. Keywords: Inclusive Education. Computational Simulation. Physics Teaching. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4908 10.35819/tear.v10.n1.a4908 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4908 |
identifier_str_mv |
10.35819/tear.v10.n1.a4908 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4908/2948 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 10 No. 1 (2021): MULTIDIMENSIONAL LITERACY IN THE KNOWLEDGE SOCIETY #Tear Revista de Educación, Ciencia y Tecnología; Vol. 10 Núm. 1 (2021): ALFABETIZACIÓN MULTIDIMENSIONAL EN LA SOCIEDAD DEL CONOCIMIENTO #Tear: Revista de Educação, Ciência e Tecnologia; v. 10 n. 1 (2021): LETRAMENTO MULTIDIMENSIONAL NA SOCIEDADE DO CONHECIMENTO 2238-8079 10.35819/tear.v10.n1 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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