Experimento de física controlado remotamente: uma avaliação sobre processo de ensino e de aprendizagem
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Data
2016-02-22
Autores
Sim, Amira Amaral [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho foi desenvolvido com o objetivo de avaliar o impacto da utilização de um experimento remoto no processo de ensino e de aprendizagem em aulas de Física do Ensino Médio. Dessa forma, estudamos o impacto do experimento remoto em comparação com o mesmo experimento realizado presencialmente tentando entender em quais aspectos o experimento remoto pode contribuir com o ensino de conceitos de Física quando não se tem o acesso a experimentos presenciais. A análise dos dados de nossa investigação se dá a partir da ocorrência ou não de situações que facilitaram e/ou propiciaram a ocorrências de interações sociais úteis ao processo de ensino e de aprendizagem. A análise das interações foi feita mediante ao processo de construção de argumentos construídos pelos alunos. Os resultados mostram que o experimento remoto, assim como o presencial convencional é um facilitador do processo de interação social entre aluno e professor, sendo essa interação rica e significativa para a aprendizagem, assim, o laboratório remoto se mostra uma boa ferramenta de ensino.
This work was developed to evaluate the impact of using a remote experiment in the teaching and learning process in physics classes at high school. Thus, we studied the impact of remote experiment compared with the same experiment conducted in person trying to understand in which the remote experiment aspects can contribute to the teaching of physics concepts when you do not have access to classroom experiments. Data analysis of our investigation starts from the occurrence of situations that facilitated and/ or enabled the occurrence of social interactions useful to the process of teaching and learning. The analysis of the interactions was made by the process of building arguments built by students. The results show that the remote experiment, as well as the conventional classroom is a facilitator of the process of social interaction between student and teacher, and this rich and meaningful interaction for learning, so the remote laboratory caube cousidered a good teaching tool.
This work was developed to evaluate the impact of using a remote experiment in the teaching and learning process in physics classes at high school. Thus, we studied the impact of remote experiment compared with the same experiment conducted in person trying to understand in which the remote experiment aspects can contribute to the teaching of physics concepts when you do not have access to classroom experiments. Data analysis of our investigation starts from the occurrence of situations that facilitated and/ or enabled the occurrence of social interactions useful to the process of teaching and learning. The analysis of the interactions was made by the process of building arguments built by students. The results show that the remote experiment, as well as the conventional classroom is a facilitator of the process of social interaction between student and teacher, and this rich and meaningful interaction for learning, so the remote laboratory caube cousidered a good teaching tool.
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Palavras-chave
Ensino de Física, Physical education, Experimentação, Laboratório remoto, Experimentation, Remote laboratory