A tecnologia da informação no ensino: proposta de utilização da robótica como recurso didático no ensino de física

• Ano de defesa: 2010
• Autor(a) principal: Torres, Claudio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Física - Ensino-aprendizagem; Robótica - Recurso didático - Ensino de Física; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4412

This is a study on the teaching of physics through robotics. The experiment was carried out in an 8th grade class of elementary school at Dom Bosco School in Maringá. A theme was chosen by the class teacher and the students, with only guidance or the help of a mediator in the robot design, have to assemble the robot, develop the software, carry out the experiment, draw conclusions, solve exercises and submit them to the teacher. To understand the physical phenomenon, students research the internet, books and others sources. The initiative and responsibility to research about the theme is the student's. The teacher will only guide them throughout the stages. In order to achieve the goal, the student must go through important stages of learning, such as learning how to make decisions, take initiative, work in groups, create and think on his/her own. Robotics is used as an attractive and a tool, physics is the means and the process for the student to obtain the knowledge of physics as the goal. A student who is able to think by himself,who knows how to make decision, has initiative, know how to work in groups and interpret, will have better learning skills. Seymour Papert (1994) and Pierry Levy (1997) supplied the principies for this work. The methodological procedures were based on a qualitative approach, action research. The experiment was carried out in eight meetings with six students from elementary school, every Friday from May to July, with three-hour classes (50 minutes-hour each). Data were recorded on a logroom. The whole process was recorded as well as the students behavior in the various phases of the project. As a result, we can highlight: a) a very large involvement of students throughout the process. b) performance of the students involved in the project was well above the average of the class. We found that the use of robotics used as support for teaching physics allowed a gain in the development of classes and in the results when compared to students in the same series and with the same teacher.