Recursos audiovisuais no ensino de física
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Data
2016-12-07
Autores
Bassi, Alex Henrique Gonçalves [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem por finalidade analisar uma ferramenta de ensino e aprendizagem que vem ganhando maior atenção nos últimos anos devido à modernização dos meios de comunicação e à facilidade da aquisição de equipamentos tecnológicos, são estes, os chamados vídeos educacionais. O corpus deste trabalho, contudo, não foi produzido por profissionais da área explicando determinado conteúdo, como a referência a esse tipo de vídeo sugere, mas, sim, pelos próprios alunos de física de ensino médio, tendo como tema central a utilização de experimentos, bem como sua montagem, realização e explicação. Essa metodologia auxilia na questão de o professor poder transformar duas aulas semanais de cinquenta minutos em várias horas de atividades extras, além permitir aos alunos a possibilidade de estudarem as variáveis de cada experimento, não ficando restritos a um molde de trabalho manuscrito e à simples pesquisa na internet. O trabalho foi desenvolvido na Escola Estadual Iria Barbieri Vita de Mirassol – SP, no primeiro semestre de 2016, sendo aplicado em uma sala do terceiro ano do ensino médio, composta por 35 alunos que foram divididos em sete grupos de cinco alunos. A avaliação dos trabalhos foi realizada mediante a análise dos vídeos produzidos pelos grupos e por questionários elaborados por cada grupo, que foram aplicados aos demais alunos da sala após assistirem cada um dos vídeos produzidos por seus colegas. A análise dos vídeos foi feita de forma a verificar o conhecimento científico construído pelos alunos, também levando em conta sua interação com a câmera, além da oralidade, da desenvoltura, da capacidade de trabalhar em grupo, dentre outros fatores que ultrapassam os conteúdos, referindo-se ao lado atitudinal dos alunos.
This paper aims to analyze educational videos, i.e. a teaching and learning tool which has drawn increasing attention in the last years due to modernization of the means of communication and ease of purchasing technological devices. However, those videos were not produced by professionals explaining certain subject, as their reference might suggest, but by high school students of physics. Moreover, their main theme was the conduction of experiments, as well as their assembly, fulfillment and explanation. That methodology helps stretch two weekly fifty-minute classes into many hours of extra activities, considering the students should spend some time doing researches on the experiment, recording videos and editing them. Furthermore, this method gives the students the opportunity to study a wide range of possible experiments and their variables, avoiding being limited to a handwritten assignment format and the simple internet search. That project was developed at Escola Estadual Iria Barbieri Vita from Mirassol – SP, in the first semester of 2016, done by a group of 35 students from the last grade of high school, divided into seven groups of five students. The evaluation of the work was done through the analysis of videos recorded by students as well as questionnaires prepared by each group of students, which were applied to other students in the class after watching their classmates’ videos. The video analysis was made in order to check the scientific knowledge built by the students, considering their interaction with a camera, speaking skills, their resourcefulness, interpersonal skills, among other aspects that go beyond the content of the subject studied, involving students’ attitudinal side.
This paper aims to analyze educational videos, i.e. a teaching and learning tool which has drawn increasing attention in the last years due to modernization of the means of communication and ease of purchasing technological devices. However, those videos were not produced by professionals explaining certain subject, as their reference might suggest, but by high school students of physics. Moreover, their main theme was the conduction of experiments, as well as their assembly, fulfillment and explanation. That methodology helps stretch two weekly fifty-minute classes into many hours of extra activities, considering the students should spend some time doing researches on the experiment, recording videos and editing them. Furthermore, this method gives the students the opportunity to study a wide range of possible experiments and their variables, avoiding being limited to a handwritten assignment format and the simple internet search. That project was developed at Escola Estadual Iria Barbieri Vita from Mirassol – SP, in the first semester of 2016, done by a group of 35 students from the last grade of high school, divided into seven groups of five students. The evaluation of the work was done through the analysis of videos recorded by students as well as questionnaires prepared by each group of students, which were applied to other students in the class after watching their classmates’ videos. The video analysis was made in order to check the scientific knowledge built by the students, considering their interaction with a camera, speaking skills, their resourcefulness, interpersonal skills, among other aspects that go beyond the content of the subject studied, involving students’ attitudinal side.
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Palavras-chave
Ensino de física, Vídeo, Experimentos, Physics education, Video, Experiments