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Uma abordagem STEM nos laboratórios de Física do Ensino Secundário
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 9.44 MB | Adobe PDF |
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Abstract(s)
Numa sociedade cada vez mais digital, é essencial que o ensino das Ciências acompanhe a evolução tecnológica, de forma a motivar os alunos e promover o seu sucesso em disciplinas desafiantes como a Física e Química A. Esta disciplina, abarca uma componente experimental, que assenta na realização de atividades laboratoriais (A.L.), segundo protocolos padronizados, habitualmente presentes nos manuais didáticos. A utilização do microcontrolador Arduino nas A.L. de Física alia o ensino experimental à tecnologia digital, numa abordagem interdisciplinar, sustentável e lúdica. Surge, assim, uma alternativa STEM (referente às palavras do inglês Science, Technology, Engineering and Mathematics) ao protocolo de duas A.L. previstas parao10.º ano: a A.L. 2.1 (pilha) e a A.L. 3.1 (painel solar). Estes protocolos alternativos, foram testados em duas turmas de 10.º ano, de ensino profissional, de uma Escola Secundária da Covilhã. Para avaliar a eficácia da introdução do Arduino, foi aplicado um questionário antes e depois da realização das A.L. nas turmas de intervenção e, ainda, numa turma de controlo de 10.º ano, de Ciências e Tecnologias, que seguiu protocolo padronizado. Adicionalmente, os 18 alunos das turmas de intervenção, responderam a um questionário de satisfação sobre a utilização da nova metodologia. Os resultados obtidos mostram um aumento na mediana das classificações após realização das A.L., tendo esse aumento sido superior (na A.L. 2.1, p=0,03, a=0,05, usando o teste de Mann-Whitney) nas turmas de intervenção. Estes dados sugerem que a introdução do Arduino tem um impacto positivo na aprendizagem, motivando alunos com diferentes capacidades e aptidões, enquanto potencia competências noutras áreas, como a eletrónica, programação e matemática. O sucesso desta abordagem evidencia a necessidade de integrar ferramentas e recursos digitais no ensino das Ciências, numa perspetiva STEM e em consonância com as tendências internacionais, tornando o processo de ensino-aprendizagem mais significativo, motivador e alinhado com os desafios do século XXI.
In an increasingly digital society, it is essential that science education keeps pace with technological developments in order to motivate students and promote their success in challenging subjects such as Physics and Chemistry A. This subject includes an experimental component based on laboratory activities (L.A.) carried out according to the standard protocols, which are usually found in textbooks. The use of the Arduino microcontroller in Physics L.A. combines experimental teaching with digital technology in an interdisciplinary, sustainable and playful approach. This provides a STEM(Science, Technology, Engineering and Mathematics) alternative to the two L.A. planned for the 10th year: L.A. 2.1 (battery) and L.A. 3.1 (solar panel). These alternative protocols were tested in two 10th grade vocational education classes at a secondary school in Covilhã. To assess the effectiveness of introducing Arduino, a questionnaire was administered before and after the practical lessons in the intervention classes and also in a 10th grade control class studying Science and Technology, which followed the standard protocol. In addition, the 18 students in the intervention classes answered satisfaction questionnaire about the use of the new methodology. The results obtained show an increase in the median grades after the implementation of the L.A., with this increase being higher (in L.A. 2.1, p=0.03, a=0.05, using the Mann-Whitney test) in the intervention classes. These outcomes suggest that the introduction of Arduino has positive impact on learning, motivating students with different abilities and aptitudes, while enhancing skills in other areas, such as electronics, programming, and mathematics. The success of this approach highlights the need to integrate digital tools and resources into science teaching, from a STEM perspective and in line with international trends, making the teaching-learning process more meaningful, motivating and aligned with the challenges of 21st century.
In an increasingly digital society, it is essential that science education keeps pace with technological developments in order to motivate students and promote their success in challenging subjects such as Physics and Chemistry A. This subject includes an experimental component based on laboratory activities (L.A.) carried out according to the standard protocols, which are usually found in textbooks. The use of the Arduino microcontroller in Physics L.A. combines experimental teaching with digital technology in an interdisciplinary, sustainable and playful approach. This provides a STEM(Science, Technology, Engineering and Mathematics) alternative to the two L.A. planned for the 10th year: L.A. 2.1 (battery) and L.A. 3.1 (solar panel). These alternative protocols were tested in two 10th grade vocational education classes at a secondary school in Covilhã. To assess the effectiveness of introducing Arduino, a questionnaire was administered before and after the practical lessons in the intervention classes and also in a 10th grade control class studying Science and Technology, which followed the standard protocol. In addition, the 18 students in the intervention classes answered satisfaction questionnaire about the use of the new methodology. The results obtained show an increase in the median grades after the implementation of the L.A., with this increase being higher (in L.A. 2.1, p=0.03, a=0.05, using the Mann-Whitney test) in the intervention classes. These outcomes suggest that the introduction of Arduino has positive impact on learning, motivating students with different abilities and aptitudes, while enhancing skills in other areas, such as electronics, programming, and mathematics. The success of this approach highlights the need to integrate digital tools and resources into science teaching, from a STEM perspective and in line with international trends, making the teaching-learning process more meaningful, motivating and aligned with the challenges of 21st century.
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Keywords
Arduino Atividades Laboratoriais Educação Stem Física