Programação e física: possibilidades do desenvolvimento do pensamento computacional utilizando o arduino

Abstract

In view of the increasing technological advances that occur in all segments of society, it is necessary to carry out research to assess the possibilities of inserting resources and methodologies related to the use of technologies in schools. Taking as a theoretical basis the insertion of Digital Technologies of Information and Communication in the school environment, as well as the discussions on the elements that allow the development of computational thinking in the school phase, we seek to evaluate the contributions that a course on logic, programming and Arduino can bring to motivate students' interest in learning the discipline of Physics. The course was developed with high school students from a state public school located in the metropolitan region of Curitiba, in which the researcher works as a physics teacher. As a data collection instrument, an initial questionnaire, observation protocols, recordings of all classes in the course and a final questionnaire were used. To analyze the data, three categories were established: 1) the evolution of computational thinking, subdivided into subcategories decomposition, pattern recognition, abstraction and algorithm; 2) Motivation from the applications of Physics and 3) difficulties of students during the course”. The educational product developed was the re-elaboration of a booklet on logic, programming and Arduino with applications in Physics. Data analysis showed that the course contributed to the evolution of students' computational thinking and that the strategy used served to motivate them to learn physics contents. Difficulties related to the use of logic were also detected, pointing out the need to develop strategies to improve this type of approach from the early grades of students' schooling.