Simulação e modelagem como estratégia para a melhoria do processo de ensino-aprendizagem de Física

Abstract

This project starts with the following Scientific Problem: "How can the use of simulation and modeling as a didactic strategy contribute to the improvement of the Teaching - Physics Learning process in the classroom ?; which aims to analyze how the use of a methodology that uses simulations and modeling can contribute to the improvement of the teaching-learning process of physics in the classroom, which refers us to the following questions: What researches use the simulations and modeling for the improvement of the Teaching-Learning process ?; What teaching strategies are being used by the physics teachers of a public high school in Manaus ?, What methodology can be designed taking into account a teaching strategy that uses the simulations and modeling ?, In what way a methodology with strategy didactic modeling and simulations can contribute to the teaching-learning process of physics in the classroom ?. And, this led us to the following Specific Objectives: To identify researches that use simulations and modeling and their potentialities for the teaching-learning process of Physics; To make a survey of the didactic strategies used by physics teachers in a public high school in the city of Manaus-AM, To design a methodology with didactic strategy of simulations and modeling, Verify in the classroom as a didactic methodology that uses the Simulations and Modeling, can contribute to the teaching-learning process of physics. These were achieved in four moments: 1) In the first, a Bibliographic research was carried out; 2) In the second, an initial survey was carried out to better understand the reality of the school, the teachers and the teaching strategies employed by them; 3) In the third one, the design of the methodological proposal and the planning of the implementation in the classroom were made; and 4) In the fourth, the analysis and interpretation of the data was performed; whose data collection instruments were: before and after the implementation of the methodology, a structured questionnaire and a diagnostic evaluation of the learning directed to the students, and an interview of open questions directed to the teachers. Thus, the treatment of the data was through Content analysis, Map of association of ideas and Statistical Analyzes. In this way, trousse as scientific contribution with didactic strategy that uses simulations and modeling to improve the teaching-learning process of physics in the classroom. Data analysis demonstrated that the ESM not only improved the teaching-learning process, but also aroused the interest and motivation of teachers and students.