Simulação computacional como recurso pedagógico para o ensino de física no ensino fundamental

• Autor(a) principal: Pereira, Marcos Antonio Moraes
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5017
• topic: Simulações computacionais; TIC; PHeT; Modellus; Ensino de ciências; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Computational simulations; PheT; Modellus; Science teaching

The present work, entitled Computational simulation as a pedagogical resource for Physics Teaching in elementary school, aimed at the elaboration and implementation of a sequence of classes, based on computational simulations, to address Physics contents of the Science discipline of the ninth grade of elementary school , at Luiz Dias Paes Leme State School, in the city of Aragarças – GO. Nowadays, Information and Communication Technologies, including computer simulations, act as an important pedagogical tool in science teaching, allowing an experimental approach in schools where there are no physical laboratories. For each of the 09 (nine) contents contemplated, an interactive computer simulation was chosen, which would allow students to extract numerical data and, from them, perform the data analysis and arrive at the conceptual conclusions. The simulators used were those from PHET, the Modellus software and a program from the LabVirt of the University of São Paulo. The instructional material that makes up the educational product, an integral part of this dissertation, provides a brief introduction about the content of each class, technical information about each simulation, detailed procedures for various stages to be simulated and quiz-like exercises to assist in establishing knowledge acquired. The Kahoot platforms and Google Forms were used as tools for the development of learning assessment activities. As a result of our work, we can report that the students became interested in the classes, losing the apathetic attitude that they showed in the theoretical classes. That the engagement in classes provided a favorable environment for them to dedicate themselves to the task of learning Physics, being more focused, which facilitated the teaching- learning processes and resulted in a good performance in the evaluative activities.