Didactic investigative sequences with use of online laboratories: proposal for High School Physics classes

• Autor(a) principal: Silva, Juarez Bento
• Data de Publicação: 2021
• Outros Autores: Bilessimo, Simone Meister Sommer, Castro, Ladislei Marques Felipe, Scheffer, Schirley Aparecida de Alano
• 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/76401

This document explored the online laboratories and their potential, for practical activities in the discipline of Physics in High School. Online laboratories can support experimental activities, which are one of the key aspects of science teaching and learning processes. The research, applied, with a quantitative approach, used a case study as a strategy. 179 students participated in the research, carried out in 2019, from 10 classes of 1st, 2nd and 3rd years, in the discipline of Physics, from two state public schools, in Criciúma / SC. To support the activities and make the didactic content available, investigative didactic sequences (SDI) were implemented, which were made available in a virtual learning environment (AVEA). The SDI were supported by online laboratories to carry out practical activities. For data collection, three questionnaires were applied: Student profile, Teaching Experience and Vocational Survey. The teaching experience questionnaire was answered by all students and the average Likert score obtained for the 20 items of the questionnaire was 4.51, demonstrating a very positive attitude of students towards the use of the technological resources used, namely the AVEA and remote labs. Data obtained from the Student Profile questionnaire indicated that 86.39% of students declared their intention to attend higher education, however, only 2.96% showed interest in careers in the areas of Exact Sciences (Mathematics, Physics, Chemistry and Biology). And in the Professional Poll instrument, courses in the area of Engineering and Technology were the 4th option with the highest score and Exact Sciences the 7th for a total of 8 possibilities. These are results that allow us to reflect on the potential of digital technologies and their potential to contribute to education, however, they also pointed out a great lack of interest among the researched students in relation to entering technological careers or in the area of exact sciences.