Proposta de Aplicação de Atividades Práticas On-Line integrando Eletrodinâmica e Arduino

Abstract

It is consensual that learning Physics is not trivial for most students. For this reason, several researches have been carried out over the years with the objective of investigating teaching and learning strategies that facilitate these processes. One of the research possibilities focuses on the use of Information and Communication Technologies (ICT). In this sense, this research aimed to analyze the process of learning Physics throught the application of practical online activities integrating electrodynamics and Arduino. Electrodynamics deals with important electrical concepts that are often not well understood by high school students. We used the online tool Tinkercad to carry out the activities, a free and easy-to-use virtual environment, developed by Autodesk®, allowing circuit simulations and enabling the teaching of physics and programming concepts to students who do not have physical components at hand. The methodology for the development of the research went through the stages of bibliographic survey, elaboration and application of the product, diagnostic evaluation, verification of learning, analysis of results and validation of the educational product. The activities were developed based on Vygotsky's Theory. Integrated into this theoretical framework, we used the methodology of “microgenetic analysis”, in which we seek to identify possible signs of student learning through the analysis of discursive interactions, investigating whether they received help from their peers or the teacher in solving the proposed activities. The activities related to the research were carried out within the scope of Vocational and Technological Education (EPT), at the Federal Institute of Mato Grosso do Sul, Campus Coxim, with students from the fifth period of the Integrated Technical Course in Informatics. The choice of this public was due to the fact that the profile of the graduates is in line with the proposal of this research which, in addition to the concepts of electrodynamics, involves concepts of programming and electronics. We developed, as an Educational Product (EP), a Didactic Guide for the teacher to apply a set of practical online activities, with a theoretical-methodological contribution from the perspective of the historical-cultural theory, so that the teacher can replicate these activities in the classroom. We applied the research in the context of the Covid-19 pandemic. We found that the students did not interact as expected among their peers to solve the proposed problems, but there were moments of interaction with the researcher, in which he provided assistance when they learners indicated difficulty in solving a certain activity. We observe some chains of interaction in the dialogic continuum – of authority. In this case, this type of pattern acts on the student's ZPD, tending to promote collaborative teaching and learning processes. In the course of the development of activities and the assessment of learning, we can see the evolution of some participants from the internalization of the concepts discussed in this work.