No abstract

Resumo Por se tratar de uma ciência amplamente aplicada nos ramos tecnológicos, é essencial que a física seja ensinada a partir de demonstrações dos fenômenos e com relações entre teoria e prática. No entanto, por diversos motivos, os professores optam por aulas puramente expositivas. De maneira geral, verifica-se que, dessa forma, os alunos não se interessam pela disciplina e absorvem o conhecimento de forma mecânica. O presente estudo objetivou a construção de um produto educacional de baixo custo, utilizando a plataforma Arduino, para demonstrar a relação entre as variáveis de estado de um gás ideal em aulas do Ensino Médio. Os resultados demonstraram que, mesmo com materiais simples, é possível a construção de um aparato experimental capaz de extrair dados quantitativos e sua utilização em aula pode contribuir na construção do conhecimento de forma potencialmente significativa.

Abstract-The long-term goal of engineering education is to prepare students to work as engineers. Being a practical profession, laboratories play a crucial role in illustrating concepts and principles as well as improving technical skills. In the last decades the use of online resources (simulators and remote labs) has been growing, either as a complementary and/or as an alternative way of developing experimental competences. In the scope of the VISIR+ Project, this work presents the first results of a didactical implementation using simultaneously the remote laboratory VISIR (Virtual Instrument Systems in Reality), simulation and calculus in a Math Course at the Federal University of Santa Catarina (UFSC). The preliminary results indicate that the use of several resources increases students' performance, boosting their learning and competence development.

The use of technology – including mobile phones – in classrooms is a growing and promising trend, but it still needs research on ways to integrate it in classrooms and on its impacts. We propose a low cost educational product where students assemble an Arduino car remotely controlled through a mobile app and use it to study Newton’s third law, of action-reaction forces. The teacher used an inquiry-based approach to prompt students to test towing capacity of the car. Students connected the car to different weights and used a structure of pulleys to investigate the behaviour of fixed and movable pulleys, as well as the forces involved. The goal of the activity is to motivate students to study physics and to facilitate learning. This article describes a pilot implementation of the educational product in a secondary school of Brazil. We used a qualitative approach to evaluate the implementation. Students answered a survey before and after the activities. They also delivered a report and answered questions about the physics involved. The teacher recorded his observations. The product and the strategy showed great potential: these students were more motivated and engaged in the classes and were able to learn the main concepts involved.

No abstract

No abstract