Explorando as potencialidades das simulações computacionais no ensino de Física: uma análise dos benefícios para alunos e professores

Abstract

The advancement of digital technologies has impacted education by expanding the possibilities for pedagogical mediation and offering resources that make teaching more dynamic and interactive. In Physics education, these transformations are particularly relevant due to the abstract nature of the content, which requires more contextualized methodologies. This study aims to analyze the potential of computational simulations in Physics teaching, investigating their benefits and implementation challenges. To achieve this purpose, the study seeks to understand how these tools contribute to learning, how they are used in schools, and which limitations interfere with their effective use. The theoretical framework addresses Digital Information and Communication Technologies (DICTs), the challenges of Physics education, and the role of simulations, highlighting platforms such as PhET Colorado, Algodoo, Modellus, and GeoGebra. The research adopts a descriptive quantitative approach, based on a literature review and field research conducted in Caxias–MA, involving twelve teachers with degrees in Physics. The results show that teachers are familiar with these platforms and recognize their benefits for student engagement and understanding, although their use is still limited by infrastructure constraints, technical proficiency, and methodological issues. It is concluded that computational simulations are relevant and promising pedagogical tools for Physics education, provided they are accompanied by improved structural conditions and continuous teacher training