Análise da evolução dos modelos mentais dos aprendizes de cinemática e dinâmica no cenário da aprendizagem baseada em problemas com auxílio de um ambiente de aprendizagem fundamentado na simulação

• Ano de defesa: 2018
• Autor(a) principal: Silva Neto, Geraldo Tomaz da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
• Palavras-chave em Português: Ambiente de programação; Aprendizagem baseada em problemas; Ensino contextualizado de cinemática e dinâmica; Programming environments; Problem-based learning; Contextual teaching of kinematics and dynamics; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5561

The great difficulty presented by the students in the scope of the mathematical calculations generate great indices of reprobations in Physics. The Newtonian Mechanics presents itself as content of easy contextualization and applications to the daily life of the students. For example, the application of such a theme can be used when talking about traffic. Problems like car skidding and collisions due to distractions from drivers at the wheel are topics rich in applications of physics. Some pedagogical proposals such as Problem-Based Learning enable students to become active subjects in the construction of knowledge based on real learning situations. In this sense, the computational programming presents itself as a valuable tool in the matter of learning in problem solving. The present work aims to propose a set of mental models of Kinematics and Dynamics based on Problem Based Learning highlighting the evolution of such with the aid of learning programming. For this, data were collected by observing the activities of students in the second and third year of high school classes of a private school basic school within the stages established in Problem Based Learning. It was found that the students who were more familiar with the subject presented answers with better fundamentals within Physics. It was also evident that all the actions denoted in the programming were crucial for verifying the students about the conclusions in the resolutions of the problems. The results reinforce that when reflecting and solving problems through programming environments, students are motivated to participate directly in the construction of Kinematics and Dynamics knowledge.