Robótica educacional: um recurso para introduzir o estudo da física no ensino fundamental
Carregando...
Arquivos
Data
2018-08-06
Autores
Orientador
Martins, Silvana Neumann
Banca
Quartieri, Marli Teresinha
Marchi, Miriam Ines
Kuhn, Malcus Cassiano
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Esta dissertação aborda a utilização da Robótica Educacional como recurso didático para introdução dos conceitos da Física no contexto das aulas de Ciências. O problema investigado foi como a Robótica Educacional pode contribuir para introduzir conceitos de Física no nono ano do Ensino Fundamental, em uma escola pública. O cenário deste estudo ocorreu em uma escola da rede pública municipal do município de Lajeado, Rio Grande do Sul, tendo, como participantes vinte estudantes do nono ano do Ensino Fundamental. Os objetivos específicos propostos na pesquisa foram: conhecer as concepções construídas pelos alunos do 9o ano sobre a disciplina de Ciências trabalhada ao longo do Ensino Fundamental; identificar os conhecimentos prévios dos alunos sobre os conceitos da Física abordados na intervenção; planejar e efetivar uma intervenção pedagógica na disciplina de Ciências, no nono ano do Ensino Fundamental, para desenvolver, com os alunos, conceitos da Física por meio de atividades apoiadas na Robótica Educacional; e analisar se a intervenção pedagógica, mediada pela Robótica Educacional, contribuiu para o aprendizado dos alunos. Para o alcance dos objetivos, a Robótica foi utilizada como estratégia didática para o ensino da Física,
sendo que nas atividades propostas buscou-se aplicar os princípios das Metodologias Ativas e os pressupostos das práticas investigativas. A pesquisa é de natureza qualitativa. Para levantamento dos dados, foram utilizadas anotações do pesquisador, questionários, fotos, filmagens e relatórios elaborados pelos alunos. Os dados apontaram que: a) a maioria dos alunos tem afinidade com a disciplina de Ciências e percebe sua importância para sua formação, mas menciona que as aulas poderiam ser mais atrativas e dinâmicas.; b) muitos estudantes tinham um entendimento razoável dos tópicos abordados, mas não conseguiam realizar algumas correlações dos conceitos com situações do seu cotidiano; c) as atividades
de Robótica proporcionaram um processo de colaboração, construção e investigação.; d) foi possível verificar a evolução das concepções dos alunos sobre os conceitos de posição, referencial, movimento e velocidade, após a participação nas atividades com a Robótica.
This dissertation approaches the use of Educational Robotics as a didactic resource for the introduction of the concepts of physics in the context of Science classes. The problem investigated was how Educational Robotics can contribute to introduce concepts of physics in the ninth grade of Elementary School in a public school. The scenario of this study occurred in a school of the municipal public network of the municipality of Lajeado, Rio Grande do Sul, having as participants twenty students 9th year of Elementary School. The specific objectives proposed in the research were: to know the conceptions constructed by the students of the 9th year on the discipline of Sciences worked throughout the Elementary School; identify the previous knowledge that students have about the basic concepts of physics that would be addressed in the intervention; to plan and carry out a pedagogical intervention in the discipline of science in the ninth year of elementary education to develop with students concepts of physics through activities supported in educational robotics and to analyze if the pedagogical intervention mediated by educational robotics contributed to the learning from the students. In order to reach the objectives, Robotics was used as a didactic strategy for the teaching of Physics, and in the proposed activities we sought to apply the principles of Active Methodologies and the assumptions of research practices. The research is qualitative in nature. For data collection, researchers' annotations, questionnaires, photos, filming and reports were used by the students. The data indicated that: a) most students have an affinity with the science discipline and perceive its importance for their training, but mention that the classes could be more attractive and dynamic. b) many students had a reasonable understanding of the topics covered but could not make some correlations of the concepts with situations of their daily life; c) robotics activities provided a process of collaboration, construction and research; d) it was possible to verify the evolution of students' conceptions about the concepts of position, referential, movement and speed after participation in activities with Robotics.
This dissertation approaches the use of Educational Robotics as a didactic resource for the introduction of the concepts of physics in the context of Science classes. The problem investigated was how Educational Robotics can contribute to introduce concepts of physics in the ninth grade of Elementary School in a public school. The scenario of this study occurred in a school of the municipal public network of the municipality of Lajeado, Rio Grande do Sul, having as participants twenty students 9th year of Elementary School. The specific objectives proposed in the research were: to know the conceptions constructed by the students of the 9th year on the discipline of Sciences worked throughout the Elementary School; identify the previous knowledge that students have about the basic concepts of physics that would be addressed in the intervention; to plan and carry out a pedagogical intervention in the discipline of science in the ninth year of elementary education to develop with students concepts of physics through activities supported in educational robotics and to analyze if the pedagogical intervention mediated by educational robotics contributed to the learning from the students. In order to reach the objectives, Robotics was used as a didactic strategy for the teaching of Physics, and in the proposed activities we sought to apply the principles of Active Methodologies and the assumptions of research practices. The research is qualitative in nature. For data collection, researchers' annotations, questionnaires, photos, filming and reports were used by the students. The data indicated that: a) most students have an affinity with the science discipline and perceive its importance for their training, but mention that the classes could be more attractive and dynamic. b) many students had a reasonable understanding of the topics covered but could not make some correlations of the concepts with situations of their daily life; c) robotics activities provided a process of collaboration, construction and research; d) it was possible to verify the evolution of students' conceptions about the concepts of position, referential, movement and speed after participation in activities with Robotics.
Descrição
Palavras-chave
Ensino de Física; Robótica Educacional.; Ensino Fundamental
Citação
BIEHL, Rodrigo. Robótica educacional: um recurso para introduzir o estudo da física no ensino fundamental. 2018. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 26 abr. 2018. Disponível em: http://hdl.handle.net/10737/2158.