Uma proposta de sequência didática para o ensino de cinemática com o auxílio de ferramentas computacionais e métodos ativos

• Ano de defesa: 2019
• Autor(a) principal: Castro, Renato Lobo de
• Orientador(a): Coelho, Afrânio de Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino de Física; Tecnologia da informação e comunicação na educação; Sequência didática; Physics teaching; Information and communication technology in education; Just-in-time teaching; Peer instruction
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/49125

This paper seeks to offer alternatives for a contextualized teaching of physics, through a didactic sequence, which used, as auxiliary means, the Information and Communication Technology applied to education and also active methods (Just-in-Time Teaching and Peer Instruction). This work is focused on Kinematics, reducing the extensive mathematical treatment, giving meaning to the study of motion from the understanding of fundamental concepts of physics such as motion, rest, referential, space, time, velocity and acceleration. Here are found theoretical references that guide the realization of this Educational Product and guide the pedagogical actions, in order to provide an alternative for quality and meaningful learning for students' lives. Thus, they are strategic proposals that make students prepare properly before physics classes; enable students to obtain prior knowledge of the students so that the teacher can organize his classes thinking specifically about individual and collective needs; promote students' interaction with computational tools in order that students have more interest, motivation and increased ability to understand physical phenomena that would not be easy to clarify with the use of the teacher's oral explanation only; promotion of debates and collaborative actions in the learning of physical concepts. Therefore, considering the results presented by the students at the end of the application of this Product, leads to the inference that there is a high potential to be explored aiming at the evolution in the learning in physics, as there is always improvement of the dynamism of the contents and of the experience of the teacher and students from this didactic sequence.