Assim, percebe-se a evolução das grandezas físicas fundamentais do movimento. Neste processo, os estudantes podem tornar-se agentes centrais e ativos nas atividades experimentais ao filmar os experimentos, obter e tratar seus respectivos dados. Nosso projeto também inclui o desenvolvimento de manuais e cursos sobre videoanálise para professores em formação. Entendemos que esta TIC surge como uma importante alternativa a ser usada nos diversos níveis de ensino e como forma de incrementar as aulas de Física tanto no ensino superior quanto no ensino médio, em especial no sistema educacional brasileiro.
AbstractWe report on the use of videoanalysis in Physics Education, through the free software Tracker. Our results encompass data collection, data analysis, and modelling related to experimental activities, in particular, parabolic motion. Toy cars were used with Tracker in most of the experiments. We aim at presenting videoanalysis as a real-life example on how Information and Communications Technology (ICT) could be used in Physics Teaching. By videoanalysis we mean the process of frame by frame video decomposition, which allows for the study of motion related physical phenomena. In this sense, important physical quantities can be studied in a process where students may act as central agents in their learning progress: they are urged to film the experiments, and to collect and treat their own experimental data. Our approach also includes the development of user manuals and courses on how to use videoanalysis, aiming at physics teachers' training and formation.We state that Tracker is an ICT that emerges as an important alternative to the improvement of Physics Teaching in both high school and university levels, with significant impact in the Brazilian educational system.