Scratch como recurso pedagógico facilitador na compreensão de modelos atômicos

Abstract

How information and communication technologies (ICT) innovated as practices in the classroom, with no sense of having different types of devices and programs that favor practical documents and the possibilities for learning. Programming through Scratch opens new avenues and perspectives for the development of dynamic and creative learning, especially in courses of medium-technical level. The objective of this work is to show how the Scratch program can contribute to the teaching-learning process of atomic models in the first year of high school and, particularly, in the Technical course in System Development. Thus, a survey was applied to students of the first grade of High School of this course, at the Federal Institute of Amazonas (IFAM), Campus Presidente Figueiredo. The use of the Scratch program allowed students to develop creatures in the construction of the main atomic models that use programming logic, or that come in line with the context studied. In Scratch programming, all logic is organized in the form of blocks, and therefore does not accept any syntax domain, a feature of any programming language. In a language, blocking modules, known as iconographic icons, the predominant factor is the learning of programming logic and, as the developed programming can be quickly tested, the whole process is more dynamic and motivating. With the results presented in this work, we found that the possibilities of use allow a greater reach for student productions, enhancing creativity and the same time or performance of an active student in the teaching and learning process, where the teacher is the mediator of all those actions. In this research, we use a constructive approach advocated by Seymour Papert, a builder by Jean Piaget and a liberating educator by Paulo Freire, where the student learns not only in a traditional way, but through the inclusion of technological resources in the classroom. In addition, in a Freirian educational perspective to provide quality learning, it is essential to analyze the students' daily lives, taking matters according to their reality. To establish a connection between the contents correlated to atomic models and the routine of students in the Technical course in Systems Analysis, we use Scratch programming as a teaching strategy, which is based on programming logic, present continuously in this course. In this way, the results presented showed that the Scratch tool was a pedagogical resource that facilitates learning and students were able to achieve good learning in the content of atomic models. Another important point to be considered is to provide that the development of skills, such as creative capacities, autonomies and resilience, happened through the development of projects created by students, such as quizzes and simulators in Scratch. The pedagogical material and the methodology presented in this work can be used as a didactic-pedagogical tool for science classes in high school, as well as in the ninth year of elementary school 2, being easily adaptable and meeting the interests of all involved in the teaching process -Learning Science and Mathematics.