Programação e robótica no ensino fundamental: aplicação no estudo de cinemática a partir de uma UEPS

• Ano de defesa: 2016
• Autor(a) principal: Machado, Jordano Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa; Campus Bagé
• Palavras-chave em Português: Meaningful learning; Kinematics; PMTU; UEPS; CNPQ::CIENCIAS SOCIAIS APLICADAS; Aprendizagem significativa; Cinemática
• Link de acesso: http://dspace.unipampa.edu.br/jspui/handle/riu/1141

This work was of the view that the Information and Communication Technologies (TICs) are emerging as potential means for developing educational alternatives in the classroom. Thus, the question focus proposal was as robotics and programming blocks may facilitate the learning of kinematics and their use in everyday life. The project was developed in the city of Bage-RS, during science classes of elementary school of the State School Felix Contreiras Rodrigues. It was chosen to implement a class of 9th grade, composed of 25 students. Before carrying out the activities from this project, the same group had had introductory lessons on programming and robotics. These shares were previously held even generated an experience report that was later presented at the XII Meeting on Research in School, in 2015. The study in question was developed in light of Meaningful Learning Theory of David Ausubel, with overall goal of creating a Potentially Meaningful Teaching Unit (PMTU) for the introduction of the basic concepts of kinematics. Throughout the implementation of PMTU a survey of exploratory case study type was developed within the meaning of Yin. moments were designed that allowed us to analyze the previous knowledge of students about the kinematics theme, the achievement of programmatic principles of progressive differentiation and integrative reconciliation of concepts and the use of methods that stimulated the development of a learning by discovery. The PMTU concerned had three sequential modules. The first phase sought to establish relations between the concepts of kinematics from probing activities. In the second module occurred simulations on the kinematics from programming in Scratch software. The third module, there was the collection of data relating to different physical concepts of kinematics through the practice of automation. In the work finalizing a differentiated evaluation was proposed to students that need to apply what they had studied in a real route between the cities of Bagé-RS and Porto Alegre-RS. The results were based on the motivation and the significance of the activities answered by students. Of the eight groups that performed the work, six were classified as motivated, one as partially motivated and one as unmotivated. Regarding significance, five groups presented predominant activities with significance, two with partial significance and one group with activities without significance. These results show that the listed objectives for the study were achieved in full, since there was significant evidence of learning. Students were able to identify the kinematics concepts in the survey module, perform simulations related to kinematics with Scratch the programming module and apply during the practice of programming that was done with Scratch. In the final evaluation, we were able to carry out relations between the concepts of kinematics in a real way. Finally, it is noted that this work is not intended to encourage the abandonment of traditional methods but bring an alternative to the kinematics study in 9th grade of elementary school.