Robótica educacional no ensino de física para o ensino médio via aprendizagem ativa

• Ano de defesa: 2019
• Autor(a) principal: Bazan, Eros João Damasceno
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: Ensino de física; Aprendizagem ativa; Robótica educacional; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Physics teaching; Active learning; Educational robotics
• Link de acesso: http://ri.ufmt.br/handle/1/4458

The works of science fiction and current technologies are thematic and objects of general interest of students in high school, but they claim to find difficulties in understanding the contents related to science in teaching. The work and study was carried out with students from the 2 nd grade classes of the 29 de Novembro State School, located in Tangara da Serra, MT, through an educational robotics workshop using tools of the so-called “Maker” culture (“do yourself "), as a 3D printer and micro controllers for building projects that require basic math skills and fundamentals of classical physics and electricity by applying Active Learning. By invoking techniques such as Problem-Based Learning, Case-Based Learning, Project-Oriented Learning, and Group Solving Classroom Exercises, you can create a new technique that requires effort, attention, concentration, stimulation, and creativity, skills that every human being possesses. This requires a good mastery of the subjects being studied by the teacher to lead the environment with more elaborate and complex questions that may arise. Active Learning aims to lead the individual to develop skills and understanding of concepts through their own techniques, being the teacher a facilitator or mediator of the teaching - learning process. The development of students submitted to the applied techniques when compared to the others, subject to conventional education, leads to more significant results in the teaching of physics in evaluative activities and bimonthly evaluations.