O uso de Softwares em práticas experimentais no ensino de física

Abstract

We know how advanced the technological environment is in our current society, therefore it is necessary to embrace this reality instead of suppressing it. In this sense, the implementation of technology within the school environment is relevant to promote better teaching and learning for students. And bringing this technology to the universe of Physics teaching is a great contribution, since implementing active methodologies in directing experimental practices of Physics content will allow students to assimilate these subjects more easily. The general objective of this study is to evaluate the use of software as an active methodology for teaching and learning in experimental Physics teaching in a public school of Basic Education: High School in Caxias-Ma. To achieve this greater goal, it will be necessary to identify the main challenges faced in introducing active methodologies in the teaching and learning of Physics using current technologies, thereby stimulating the use of software in experimental practices in high school and also directing them to free software for such experimental practices in the 1st, 2nd and 3rd year of high school in a school in the city of Caxias-Ma. This research, in general, achieved its objectives, as it sought and managed to address, present, and apply one of the most complete, simple, and free educational software in two classes of high school students from a public school in the city of Caxias-MA – the PhET Colorado Simulator software. The results show that, despite being a strategy with a positive impact on physics teaching, there are limitations depending on the reality of the physical, technological, and financial infrastructure of the schools, in addition to focusing on the continuing education of teachers and always promoting the use of technologies in the classroom for better quality in virtual experimentation practices in physics teaching, since, unfortunately, basic education schools lack laboratories and physical instruments for real experiments, hindering a better understanding of the content for students.