O uso do software modellus no ensino de cinemática na 1ª série do ensino médio com a abordagem da aprendizagem significativa

• Ano de defesa: 2018
• Autor(a) principal: Feitosa, Francisco José Barroso
• Orientador(a): Freire, Paulo de Tarso Cavalcante
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Física - Estudo e ensino (ensino médio); Cinemática; Modellus (programa de computador); Aprendizagem significativa
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/39443

During a long time, scientific and technological concepts that guide the discipline of Physics have become increasingly distant from the reality of the students, especially in High School, causing a disinterest for the study of the discipline and, consequently, a learning, at least, deficient. This research have a theme about the use of Modellus software in the teaching of kinematics in the first grade of high school with the approach of Significant Learning. The main objective of this research is to describe students' performance regarding kinematic content, in particular MRU and MRUV, using the Modellus software, with David Ausubel's meaningful learning approach. As a specific objective, the research investigates how the computational modeling associated to the simulation of interactive activities can influence teaching and learning, thus arousing the students' interest. The research carried out at a state public school in the city of Barreira – state of Ceará had the direct participation of 22 students from the first high school years. This study is characterized as a research of qualitative-quantitative educational approach, where the deductive and inductive methods were adopted divided in two phases. The first phase, bibliographical, was based on some theoretical presuppositions including David Ausubel (Significant Learning) and Armando Valente (The pedagogical use of the computer); In the second phase, the field research was carried out at the school itself. As for development, we conducted the study in two stages. Initially there were lectures and resolution of proposed activities, in a total of 10 hours / class, divided in five meetings, and in a second moment, with didactic sessions and simulation of interactive activities, using Modellus software, also in a total of 10 hours / class divided in five meetings, developed in the Educational Laboratory of Informatics. In both the first and second stages, diagnostic evaluations were applied, consisting of two socioeconomic questionnaires and a closed questionnaire, at the pre-test level, at the beginning and at the post-test level at the end. After completing the steps, the data were tabulated, analyzed and represented for the consolidation of the research, and subsequent elaboration of the final product. We could also observe through this study that the use of Modellus software with interactive activities can contribute to arouse interest and improve the students' performance in learning physics, specifically in kinematics, and that they can improve their school practice in order to develop meaningful learning by bringing the acquired knowledge closer to them reality.