Avanços e obstáculos na elaboração de uma sequência didática em aplicativo de revisão espaçada de conceitos de física para o ensino médio

• Autor(a) principal: Radiske, Diego Leonardo Chaves
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/27749
• topic: Sequência didática; Aplicativo de smartphone; Estratégia de revisão espaçada; Ensino de Física; Didactic sequence; Smartphone application; Spaced review strategy; Physics teaching; CNPQ::CIENCIAS HUMANAS::EDUCACAO

There is constant growth in the use of Information and Communication Technologies by people, whether for professional use, leisure, study, as well as for various other purposes. In this context, mobile devices, especially smartphones, have been integrated into the educational field, aiming to increase the quality of teaching practices carried out and student learning. In this line, the main objective of this work is to investigate the advances and obstacles in the development of a didactic sequence for approaching Physics content for High School based on the spaced revision strategy, technologically mediated by a smartphone application. The construction of the didactic sequence initially involved an analysis and deepening of the potentialities, possibilities and limitations associated with both the spaced review strategy and the Anki application for Physics Teaching. The sequence was structured to be implemented in a period of eight classes, with forty-five minutes each, and addresses the concepts of power, work and energy in the areas of mechanics, thermodynamics and electrodynamics. In all, sixty cards were built containing questions and content related to the referred concepts, which are organized in the Anki application to carry out the spaced review. Regarding the obstacles, we highlight the challenge of engaging students in the study using the smartphone, as well as limitations in the functionalities of Anki that do not allow the teacher to monitor in depth the performance of a student or a class. Regarding advances, we highlight the potential of Anki in contributing to the creation of a habit of continuous study by students, favoring their interest in learning, enabling multiple representations of knowledge and articulating with active methodologies.