Physlets e Open Source Physics para professores e estudantes portugueses
Miniatura indisponível
Data
2013
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Editora
Edições Universitárias Lusófonas
Resumo
Hoje em dia, muitos professores utilizam, na sua prática letiva, software educativo
para o ensino da Física. Muito desse software resulta em aplicações multimédia,
de onde se destacam as simulações e os vídeos educativos. Apesar da
qualidade dos materiais disponíveis na internet, um dos problemas com que os
professores se deparam é, com frequência, a ausência de sugestões de exploração
didática adequadas, que tornem o uso desses recursos em verdadeiras
ferramentas de ensino interativo. Por Ensino Interativo, referimo-nos a “todo o
ensino elaborado para promover a aprendizagem conceptual através do envolvimento
interativo dos alunos, em atividades de raciocínio (sempre) e práticas
(habitualmente), que conduzam a um feedback imediato através da discussão
entre os alunos e/ou o professor” (Hake, 1998). Neste contexto, o uso da modelação
matemática associada quer ao algoritmo por detrás das simulações,
quer à análise dos dados recolhidos a partir daquela, constitui uma mais-valia
na aprendizagem conceptual dos alunos que raramente é contemplada pelos
programas nacionais e consequentemente, pelos professores. Neste trabalho
são apresentados dois projetos (Physlets e Open Source Physics) de produção
de materiais interativos, acessíveis através da Web e que atualmente podem
ser utilizados pelos estudantes e professores portugueses.
Nowadays, many teachers use in their teaching practice, educational software for teaching physics. Much of this software results in multimedia applications, where we highlight the simulations and educational videos. Despite the quality of the materials available on the Internet, one of the problems that teachers face is the frequently lack of adequate teaching suggestions of exploitation, that make use of these resources for interactive teaching tools. By Interactive Learning, we refer to “all education designed to promote conceptual learning through interactive engagement of students in activities heads-on (always) and hands-on (usually), which yield immediate feedback through discussion with peers and / or teachers” (Hake, 1998). In this context, the use of mathematical modeling related either to the algorithm behind the simulations, either as an analysis of data collected from that, is an asset in conceptual learning of students that is rarely addressed by national programs and consequently by teachers. This paper presents two projects (Physlets and Open Source Physics)to produce interactive materials, accessible via the Web and which can now be used by Portuguese pupils and teachers.
Nowadays, many teachers use in their teaching practice, educational software for teaching physics. Much of this software results in multimedia applications, where we highlight the simulations and educational videos. Despite the quality of the materials available on the Internet, one of the problems that teachers face is the frequently lack of adequate teaching suggestions of exploitation, that make use of these resources for interactive teaching tools. By Interactive Learning, we refer to “all education designed to promote conceptual learning through interactive engagement of students in activities heads-on (always) and hands-on (usually), which yield immediate feedback through discussion with peers and / or teachers” (Hake, 1998). In this context, the use of mathematical modeling related either to the algorithm behind the simulations, either as an analysis of data collected from that, is an asset in conceptual learning of students that is rarely addressed by national programs and consequently by teachers. This paper presents two projects (Physlets and Open Source Physics)to produce interactive materials, accessible via the Web and which can now be used by Portuguese pupils and teachers.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, ENSINO DA FÍSICA, PHYSICS TEACHING, INTERNET, INTERNET