Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p550 |
Resumo: | It is observed that many high school students have difficulty to relate the contents of physics to everyday situations and also to realize their importance in solving problems in real situations. In this sense, there are efforts to overcome the conceptions of a decontextualized Physics teaching, and that favors the accumulation of information. In this perspective, the present article presents considerations about a proposal of pedagogical intervention directed to the first year of High School / Technical, using mechatronic prototypes to carry out investigative experimental practices, from the following of the social problem: traffic accidents. In view of the situation presented, the students, gathered in a team, participate in investigative actions such as: information gathering, discussion of solutions, elaboration and testing of hypotheses, textual production and apprehension of scientific knowledge. In this context, we use as theoretical basis to deal with experimental activities that support a Physics Teaching aimed at Scientific Literacy, the Structuring Axes of Scientific Literacy, proposed by Sasseron and Carvalho (2011) and the five steps for the experimental investigative activities of Carvalho (2010). With regard to the outstanding data of the execution of activities such as videos, images, logbooks and reports. It is hoped that the results of this work will provide critical reflections on methodological practices based on the use of mechatronics, emphasizing the importance of a contextualized Science Teaching that gives meaning to its contents, which stimulates and develops the scientific spirit of the student and the teacher. |
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Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devicesImplementação da Mecatrônica no ensino de Física: construção de ações investigativas através dos Dispositivos Mecatrônicos EducacionaisIt is observed that many high school students have difficulty to relate the contents of physics to everyday situations and also to realize their importance in solving problems in real situations. In this sense, there are efforts to overcome the conceptions of a decontextualized Physics teaching, and that favors the accumulation of information. In this perspective, the present article presents considerations about a proposal of pedagogical intervention directed to the first year of High School / Technical, using mechatronic prototypes to carry out investigative experimental practices, from the following of the social problem: traffic accidents. In view of the situation presented, the students, gathered in a team, participate in investigative actions such as: information gathering, discussion of solutions, elaboration and testing of hypotheses, textual production and apprehension of scientific knowledge. In this context, we use as theoretical basis to deal with experimental activities that support a Physics Teaching aimed at Scientific Literacy, the Structuring Axes of Scientific Literacy, proposed by Sasseron and Carvalho (2011) and the five steps for the experimental investigative activities of Carvalho (2010). With regard to the outstanding data of the execution of activities such as videos, images, logbooks and reports. It is hoped that the results of this work will provide critical reflections on methodological practices based on the use of mechatronics, emphasizing the importance of a contextualized Science Teaching that gives meaning to its contents, which stimulates and develops the scientific spirit of the student and the teacher.Observa-se que muitos alunos do Ensino Médio têm dificuldade de relacionar os conteúdos de Física a situações cotidianas e também de perceber a sua importância na resolução de problemas em situações reais. Neste sentido, há esforços em superar as concepções de um ensino de Física descontextualizado, e que favorece o acúmulo de informações. Nessa perspectiva, o presente artigo apresenta considerações sobre uma proposta de intervenção pedagógica voltada para o primeiro ano do Ensino Médio/Técnico, utilizando protótipos mecatrônicos para a realização de práticas experimentais investigativas, a partir do seguinte do problema social: acidentes no trânsito. Diante da situação problema apresentada, os alunos reunidos em equipe, participam de ações investigativas como: coleta de informações, discussão de soluções, elaboração e teste de hipóteses, produção textual e apreensão de conhecimentos científicos. Nesse contexto, utilizamos como base teórica para tratar de atividades experimentais que sustentam um Ensino de Física que visa a Alfabetização Científica, os Eixos Estruturantes da Alfabetização Científica, propostos por Sasseron e Carvalho (2011) e as cinco etapas para as atividades experimentais investigativas de Carvalho (2010). No que se refere aos dados proeminentes da execução das atividades como vídeos, imagens, diários de bordo e relatórios. Espera-se que os resultados deste trabalho proporcionem reflexões críticas sobre práticas metodológicas pautadas na utilização da mecatrônica, ressaltando a importância de um Ensino de Ciências contextualizado, que dê significado aos seus conteúdos, que estimule e desenvolva o espírito científico do discente e do docente.Imprensa Universitária - UFSC2018-09-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p55010.5007/2175-7941.2018v35n2p550Caderno Brasileiro de Ensino de Física; v. 35 n. 2 (2018); 550-5722175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p550/37449Copyright (c) 2018 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessBaptista, Alberto de CastroSiqueira, Maxwell Roger da Purificação2018-09-17T15:18:26Zoai:periodicos.ufsc.br:article/49692Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-09-17T15:18:26Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices Implementação da Mecatrônica no ensino de Física: construção de ações investigativas através dos Dispositivos Mecatrônicos Educacionais |
title |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices |
spellingShingle |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices Baptista, Alberto de Castro |
title_short |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices |
title_full |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices |
title_fullStr |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices |
title_full_unstemmed |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices |
title_sort |
Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices |
author |
Baptista, Alberto de Castro |
author_facet |
Baptista, Alberto de Castro Siqueira, Maxwell Roger da Purificação |
author_role |
author |
author2 |
Siqueira, Maxwell Roger da Purificação |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Baptista, Alberto de Castro Siqueira, Maxwell Roger da Purificação |
description |
It is observed that many high school students have difficulty to relate the contents of physics to everyday situations and also to realize their importance in solving problems in real situations. In this sense, there are efforts to overcome the conceptions of a decontextualized Physics teaching, and that favors the accumulation of information. In this perspective, the present article presents considerations about a proposal of pedagogical intervention directed to the first year of High School / Technical, using mechatronic prototypes to carry out investigative experimental practices, from the following of the social problem: traffic accidents. In view of the situation presented, the students, gathered in a team, participate in investigative actions such as: information gathering, discussion of solutions, elaboration and testing of hypotheses, textual production and apprehension of scientific knowledge. In this context, we use as theoretical basis to deal with experimental activities that support a Physics Teaching aimed at Scientific Literacy, the Structuring Axes of Scientific Literacy, proposed by Sasseron and Carvalho (2011) and the five steps for the experimental investigative activities of Carvalho (2010). With regard to the outstanding data of the execution of activities such as videos, images, logbooks and reports. It is hoped that the results of this work will provide critical reflections on methodological practices based on the use of mechatronics, emphasizing the importance of a contextualized Science Teaching that gives meaning to its contents, which stimulates and develops the scientific spirit of the student and the teacher. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-09-14 |
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.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p550 10.5007/2175-7941.2018v35n2p550 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p550 |
identifier_str_mv |
10.5007/2175-7941.2018v35n2p550 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p550/37449 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 35 n. 2 (2018); 550-572 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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1799940573875929088 |