Sequência didática para o ensino de circuito elétrico utilizando módulos eletrônicos interativos

Abstract

The use of interactive electronic modules for teaching electrical circuits has great potential in teaching physics. The aim of this work is to propose a didactic sequence with an investigative experimental approach using a low cost and easily accessible didactic set. The modules created are similar to the commercials Littlebits, ScopaBits and Snap-Circuits and are built from the reuse of electronic components. We present the application through a didactic sequence, structured following the theoretical assumptions of Antoni Zabala (1998). The work is also based on David Ausubel's theory of meaningful learning, according to Marco Antônio Moreira (1999), which values the student's previous knowledge and the presentation of potentially significant material. We describe the possibilities of working this teaching proposal in the elementary school classrooms, in a way that students understand the practical/scientific applications through the use of experiments. The pedagogical set will provide a wide variety of experiments for students and teachers of elementary and high school, associating theoretical knowledge, present in the science and physics content, with practical knowledge. As a consequence, it is believed that students will be encouraged to seek and solve small practical challenges. In the didactic sequence, the modules are classified as a pedagogical set called SimpleBits. They are separated into the following modules: battery, buttons, resistors, magnets, electromagnet, LEDs, siren, motor, diode and magnetic switch. Electromagnetism concepts were introduced, addressing the following basic contents: electrical circuit (energy, potential difference and electrical current), electrical conductors and insulators, electronic components (resistors, diodes, LEDs, sources, switches), association of resistors in series and in parallel, magnets and compasses. The didactic sequence was applied in a State College, in the city of Ramilândia-PR, in one of the 9th grade -elementary school II, with 22 students and 15 classes of 50 minutes each were used. The applied product had excellent acceptance by students, arousing curiosity and interactivity. We observed a predisposition of students to learn, and in this sense, the difficulties in understanding the contents were alleviated. We realize that the use of investigative experiments is a great strategy for science teaching, as an alternative to the traditional way of teaching.