Sequência didática para ensino e aprendizagem de oscilações e ondas por meio do estudo do telefone celular com enfoque CTSA

Abstract

This research project, founded on a qualitative approach, presents and analyzes the results from a didactic sequence application, which is a compilation of knowledge from a number of sources that are already available in the literature. This was applied to a group of high school seniors. The central theme is based on cellphones as a learning resource capable of facilitating the approach on topics such as oscillations and waves in order to provide the students a globalised learning structure. Therefore, an answer is sought to the following question: is it possible to provide a pedagogical path that makes use of cellphones as a didactic resource for the teaching and learning of Physics? The work was developed with emphasis on the problems created around a number of situations that lead to further dialog and discussion. Furthermore, we intend to provide the students quality social learning as laid down in official education documents such as the law establishing Guidelines and Foundations along with the Guidelines for the National Curriculum for Basic Education. The didactic sequence contains tasks that involve reading and interpretation, group activities, solving exercises and problems, experiments by means of simulations concerning Physics, and the thought provoking mechanisms brought about by use of cellphones. Data collection is performed from various questionnaires, answered throughout the study, in addition to a final and individual evaluation in the form of an essay, the content of which is analyzed following Bardin’s specific guidelines. The cellphone, concerning the knowledge obtained from the research study, showed itself as holding significant potential as a tool for aiding in the teaching of Physics. The results from the activities show that the work through didactic sequence strengthened the interaction among the students themselves and between them and the teacher. The approach based on the use of technological, cultural, scientific, and artistic aspects, in turn, favored the interaction of different areas and contextualization of subjects, which themselves are very rarely developed when dealing with the teaching of Physics. In the final evaluation it was noted that the students presented great diversity in their written thoughts as opposed to when presenting oral discussions of the activities and the studied concepts. The use of the cellphone was revealed as a possible tool for the teaching of Physics, through a didactic sequence that brings together a diverse number of activities that actively involve the students in the process of learning. However, for future applications, adjustments will need to be made in order to provide a deeper discussion and learning, by incentivizing even further debates based on viewpoints that differ from those presented on the didactic material.