Jogos -Aula: uma abordagem simples para desenvolver aulas experimentais com a ferramenta Scratch
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Data
2021
Tipo de documento
Monografia
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Exatas e da Terra
Modalidade de acesso
Acesso aberto
Editora
Autores
Queiroz, Diego da Silva
Orientador
Souza, Amanda Maria Rabelo
Coorientador
Resumo
Essa pesquisa tem por finalidade abordar os Jogos-Aula como uma proposta metodológica para a complementação das aulas de Física no Ensino Médio. Encontra-se a motivação para realização dessa pesquisa no fato de ser imprescindível a aplicação de experimentos nas aulas dessa disciplina, pois temos nela diversos conteúdos extremamente abstratos. A metodologia prega também o ensino por intermédio de problemas no qual os alunos encontram-se frente às questões abstratas que devem ser criticamente interpretadas e transformadas com auxílio dos simuladores construídos pelos docentes em uma visualização próxima da realidade. Esse trabalho tem por objetivo discutir e demonstrar o potencial de aplicação da metodologia de Jogos-Aula no processo de aprendizagem no Ensino de Física. Foi necessário traçar um caminho longo, englobando discussões que já estão praticamente finalizadas, como a importância da experimentação, as dificuldades enfrentadas para implementar aulas experimentais no Brasil, até discussões mais recentes, como problematizando a aula e a dupla Jogo e Aula, para conseguir alcançar o objetivo de discutir a metodologia Jogos-Aula. Quanto ao objetivo de demonstrar a mesma, foi necessário acompanhar o planejamento, construção de disponibilização de um Jogo-Aula, para auxiliar o docente que ler a presente pesquisa na compreensão das habilidades fundamentais para se trabalhar com a metodologia e a ferramenta Scratch (outras podem ser escolhidas). Foi concebida através de uma abordagem qualitativa, pois a pesquisa qualitativa possui uma abordagem descritiva que ajudou nas análises e compreensão dos fenômenos que foram discutidos no decorre do processo de construção do trabalho, atentando para a qualidade da prática pedagógica.
This research aims to approach the Classroom Games as a methodological proposal for complementing Physics classes in High School. The motivation for conducting this research is found in the fact that it is essential to apply experiments in the classes of this discipline, as we have in it several extremely abstract contents. The methodology also preaches teaching through problems in which students are faced with abstract issues that must be critically interpreted and transformed with the help of simulators built by teachers into a visualization close to reality. This work aims to discuss and demonstrate the potential application of the Games-Class methodology in the learning process in Physics Teaching. It was necessary to trace a long path, encompassing discussions that are practically over, such as the importance of experimentation, the difficulties faced to implement experimental classes in Brazil, to more recent discussions, such as problematizing the class and the duo Game and Class, in order to achieve the objective of discussing the Games-Class methodology. As for the purpose of demonstrating the same, it was necessary to monitor the planning, construction and availability of a Game-Class, to help the teacher who read this research in understanding the fundamental skills to work with the methodology and the Scratch tool (others can be chosen). It was conceived through a qualitative approach, as the qualitative research has a descriptive approach that helped in the analysis and understanding of the phenomena that were discussed in the course of the work construction process, paying attention to the quality of the pedagogical practice.
This research aims to approach the Classroom Games as a methodological proposal for complementing Physics classes in High School. The motivation for conducting this research is found in the fact that it is essential to apply experiments in the classes of this discipline, as we have in it several extremely abstract contents. The methodology also preaches teaching through problems in which students are faced with abstract issues that must be critically interpreted and transformed with the help of simulators built by teachers into a visualization close to reality. This work aims to discuss and demonstrate the potential application of the Games-Class methodology in the learning process in Physics Teaching. It was necessary to trace a long path, encompassing discussions that are practically over, such as the importance of experimentation, the difficulties faced to implement experimental classes in Brazil, to more recent discussions, such as problematizing the class and the duo Game and Class, in order to achieve the objective of discussing the Games-Class methodology. As for the purpose of demonstrating the same, it was necessary to monitor the planning, construction and availability of a Game-Class, to help the teacher who read this research in understanding the fundamental skills to work with the methodology and the Scratch tool (others can be chosen). It was conceived through a qualitative approach, as the qualitative research has a descriptive approach that helped in the analysis and understanding of the phenomena that were discussed in the course of the work construction process, paying attention to the quality of the pedagogical practice.
Palavras-chave
Experimentação, Jogo-Aula, Scratch