Roteiro de práticas laboratoriais virtuais: uma intervenção usando o aplicativo Física na escola

• Ano de defesa: 2019
• Autor(a) principal: Silva Filho, João Evangelista da
• Orientador(a): Araújo Silva, Marcos Antônio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA
• Link de acesso: http://repositorio.ufc.br/handle/riufc/77358

From my experience as a primary school teacher, over the years I have seen the precariousness of science teaching laboratories in public schools that is a harsh reality in many regions of Brazil, with the application of this practice manual and the use of a laboratory. I propose a way to alleviate this situation. The main idea was to use a teaching method that attempts to circumvent these difficulties of practical teaching such as lack of resources and to innovate physics teaching with simulations and practical demonstrations of concepts that are in some cases very abstract and that in the traditional method are restricted to the student to imagine the situations commented in class. This work presents an educational product as a proposal to reactivate the practical teaching of physics with the use of laboratories in elementary schools through digital media such as tablets, smartphones, computers and the like; through simulations with the “Physics at School” app that can be found at any Android or IOS app store. Being proposed a sequence with several didactic scripts for each experiment in the areas of physics: mechanics, thermology and optics. This work was applied with classes of students of the 1st and 2nd High School of EEM José de Alencar and EEM Liceu de Messejana schools, applying some concepts of learning theories of Jean Piaget and David Ausubel based on constructivism and proximal development seeking a meaningful learning starting initially from what students already knew to work upon and find a common link between prior knowledge and practical knowledge. In conclusion, it was found that the students at the end of the demonstrations were very excited and motivated with the future, because with the application of the experiments in their study routines the students' previous knowledge was added to the knowledge acquired in the classroom and visualized. of the demonstration of phenomena. As an evaluative method we analyzed the results obtained with the experiment and a report that should be delivered in the next class.