The perceptions of teachers about use of modellus software in a modeling experience

• Autor(a) principal: Neide, Italo Gabriel
• Data de Publicação: 2019
• Outros Autores: Maman, Andréia Spessatto, Dullius, Maria Madalena, Bergmann, Adriana Belmonte, Quartieri, Marli Teresinha
• 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/2175-7941.2019v36n2p567

This qualitative research aims to present the results obtained in relation to the use of a computational modeling with the Modellus software in a continuing education course for Basic Education teachers. The course involved twelve teachers with formation in Physics, Mathematics and Exact Sciences, and a part of the training was intended for the development of computational modeling activities involving kinematic situations, in particular Linear Motion (LM). The theoretical foundation is based on computational modeling under the light of a scientific teaching, in which it aims to approximate the way that science is done with the classroom. The results presented in this paper point out generally, that modeling can be a way of potentialize student learning. In summary, three relevant results have emerged. In the continuing education course, it was observed that the sharing of experiences of teachers who developed activities with technological resources in the classroom contributed with teachers who had not yet used them to feel more confident and safe, encouraged others to work in their classrooms activities with technological resources, as well as the development of joint work with their peers during the training. Two teachers developed the Modellus activities in their classrooms, and they pointed out motivation, visualization, multiple representations and approximations of physics with mathematics as the main differences compared to the traditional way they teach. Finally, it is worth mentioning the technical difficulties faced by teachers: lack of computers, difficulty to reserve the computer lab, old computers and slow internet.