Robótica educacional no ensino de física : contribuições da engenharia didática para a estruturação de sequências de ensino e aprendizagem

• Ano de defesa: 2018
• Autor(a) principal: LIMA, José Roberto Tavares de
• Orientador(a): FERREIRA, Helaine Sivini
• Banca de defesa: TENÓRIO, Alexandro Cardoso, MOITA, Filomena Maria Gonçalves da Silva Cordeiro, SILVA, Magna do Carmo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Robótica; Ensino de física; Ensino-aprendizagem
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7815

In our investigation we had the objective to analyze the contributions of the use of Educational Robotics in the teaching of Physics from sequences of teaching with resolution of challenges. The selected Physics content was the study of the phenomenon of Meeting of Bodies in Uniform Motion. The methodological trajectory of the research consisted in the construction of intervention based on elements of Classical Didactic Engineering and the observation of its implementation in teaching contexts. The research was developed with a group of high school students from a private school in Recife and another group with undergraduate students of course to be a physics teacher from a Federal Institution of the city of Pesqueira in the state of Pernambuco. We followed the stages of Didactic Engineering: First phase, in the Preliminary Analysis, we dedicated ourselves to the construction of our hypotheses and the didactic theoretical framework, raising the difficulties and obstacles of learning. In the second stage, the Conception and Analysis a priori of the Didactic Situations, we made the choices of the didactic variables and constructed the script of the teaching sequences with planning of alternatives to overcome the obstacles of learning and the availability of experimentation activities with Robotics. In the third phase, Experimentation, the apprentices lived the sequence of projected teaching, and finally, in the fourth and final stage, a posteriori Analysis and Validation, we performed the last reflection on the results of the experimentation and confronted the hypotheses conceived in the Analysis a priori with the findings verified in the posteriori Analysis. The results of our observations indicated advances in the indexes of correct answers to the questions and a tendency of the students to use the strategy of writing the time equations of space of each robot and to equal their positions to determine the moment of encounter. The elements of Didactic Engineering present in our investigations have allowed us to follow and plan teacher reworking needs to overcome obstacles and perceive gaps in conceptual comprehension. Through the Statistical Implication Analysis, we were able to reflect on the probabilistic relationships between the observed variables and allowed us to verify that the use of the strategy of equaling the Space Equations of the robots causes a tendency to obtain better indexes of correct answers in the proposed questions.