Proposta de ensino de movimento retilíneo uniforme e movimento retilíneo uniformemente variado com o uso de TDICs

Abstract

This study presents a didactic sequence for teaching Uniform Rectilinear Motion (URM) and Uniformly Accelerated Rectilinear Motion (UARM) in Physics classes. The proposal was implemented at a state public school in Paraná, Brazil, involving 18 firstyear high school students. The methodology was based on David Ausubel's concept of meaningful learning, aiming to enhance the teaching and learning processes of specific kinematics concepts. To address the content, questionnaires, simulators, apps with guided instructions, and exercise lists were used. The activities were conducted in groups to encourage interaction among students and between students and the teacher. Resources included digital questionnaires, platforms, and simulators such as those available on Walter Fendt's platform, Tracker, and Google Maps, which facilitated a more dynamic exploration of the concepts. The results highlight the importance of pedagogical innovation through the integration of digital information and communication technologies into teaching practices. These approaches make lessons more engaging and foster meaningful learning. Students emphasized the relevance of experiments, the use of computer labs, and mobile applications in their learning process. Additionally, they reported that simulations of real-life situations significantly contributed to a deeper understanding of theoretical concepts, offering a more playful and engaging approach.