Estudo da ótica geométrica: utilizando recursos da Tecnologia da Informação e Comunicação (TIC)

Abstract

Information and Communication Technology (ICT) is present in people’s daily lives. At work, leisure, health, embedded in home appliances, vehicles and industrial automation. However, in the area of education, it is still a scarce resource, especially in public schools. We wonder if, for the digital native generation, which was born surrounded by a technological environment, Information and Communication Technology can contribute as a motivating agent in the teaching of Physics, promoting the appropriation of knowledge. In this work, we seek to explore the student’s motivation for the study of Physics and the contribution of a physical phenomena simulation software as a teaching resource, in a public high school. Under the study theme "Geometric Optics", we seek to evaluate the use of the cell phone as a didactic resource for the practice of virtual laboratories and the contribution of the use of software for simulations of physical phenomena as a facilitator in the teaching and learning process. Following the precepts of the National Curricular Common Base (BNCC), under the engagement of the current student inserted in the use of digital technologies, and theoretical references of David Ausubel and Lev Vygosty, we elaborated a didactic sequence with a total of 10 classes (each class with a duration of 50 minutes), which was developed with students from the 3rd year of high school in the stage of Education for Youth and Adults - EJA, in a public school in Belo Horizonte, MG.With the creation of our own assessment instruments and a motivational assessment questionnaire (psychometric instrument), we selected and evaluated data from students with attitudes not favorable to the study of Physics. In pre- and post-didactic sequence stages, we observed, through these evaluation instruments on the data collected, the contribution of information technology as a didactic resource for students of the current generation, called digital native generation, in the engagement and appropriation of knowledge in the field of Physics teaching.