Estudo do campo magnético: uma proposta didática utilizando hardware opensource/arduino no ensino de Física

• Ano de defesa: 2023
• Autor(a) principal: Silva, Michael da
• Orientador(a): Silva, Ana Paula Bispo da
• Banca de defesa: Freire, Morgana Ligia de Farias, Araújo, Thiago Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Ensino de Física - PPGPEF
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Campo magnético; Plataforma Arduino; Três momentos pedagógicos; Abordagem investigativa
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74895

Technological tools were introduced into physics teaching a long time ago. Among the advantages, research points to the proximity to the current environment of society, immersed in technology. On the other hand, the daily use of these resources in the classroom is still a challenge, especially in terms of teacher training. In an effort to provide technological tools for teachers to use in the classroom, this work uses the Arduino platform to study the concept of magnetic fields. To help with this, we developed a prototype using the Arduino platform to help measure the magnetic field. Together with the prototype, we developed a teaching sequence based on the three pedagogical moments of Delizoicov and Angotti (1990). Throughout the sequence we inserted illustrative videos and experimental activities in an attempt to bring the class closer to an investigative methodology. The teaching sequence was developed with third-year high school students, in parallel, in two private schools. The students took an active part in both schools, trying to devise experiments and investigate phenomena involving magnetic fields. The creation of investigative activities, where students become more independent in solving problems and drawing their own conclusions, was the main challenge in developing the sequence in the classroom. However, we can conclude that there were changes in the classroom, with students interacting a lot with each other, reviewing errors and contradictions and building knowledge about the concept studied. As for the teaching experience, we identified a new way of working with experimental activities and reflected on our practice, the main intentions behind carrying out and finalizing this dissertation and the associated product.