A strategy for teaching kinematics in elementary school: playful activities and programming language

• Autor(a) principal: Anjos, Juliana Rodrigues dos
• Data de Publicação: 2021
• Outros Autores: de Andrade Neto, Agostinho Serrano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/12721
• topic: Ciências Exatas e da Terra; física.; Informática e educação; Linguagem de programação; Computação; Ensino de Física; Conteúdos curriculares; Informatics and education; Programming language; Computing; Teaching Physics; Curriculum contents

In this article an investigation is carried out using, as a didactic strategy, the programming in the Scratch software, associated with recreational activities in a public school in Rio Grande do Sul. The motivation for the present research is to investigate didactic interventions that are for the learning of Physics in Elementary School, given the scarcity of investigations, within the scope of Physics Teaching especially for this level of education. Our key question is condensed in understanding whether the combined uses of these activities contribute to the learning of kinematics concepts at the fundamental level of education. The research was developed during a project for undergraduate students of the Institutional Program for Teaching Initiation Scholarships at a municipal school and lasted for one semester. After the activities, the students participated in recorded semi-structured interviews and their verbal and gestural speeches were analyzed. The theoretical foundation of the study was based on the Cognitive Mediation Networks Theory (CMNT), which argues that the use of extra-cerebral mechanisms helps in learning. With the analysis of the results, it was possible to separate the students into three groups, according to the external mediation that emerged during the interviews. One group had a clear preference for mental images from hypercultural mediation (Scratch), while another group for psychophysical mediation (play activities) and a third group produced mental images of both mediations. The results indicate that students are able to develop representations for different types of movements, presenting more robust evidence in those in particular who make conciliated use of hypercultural and psychophysical mediations, pointing out that the didactic strategy used has the potential to assist in the learning of Physics in Elementary School.