Análise de um estudo de caso do uso da ferramenta colaborativa (Screencast) no ensino de Física com o conteúdo de refração

Abstract

The advancement of the technological era, in the last two decades, directly influenced the changes that occurred in various sectors of society, especially in education. Teaching physics constitutes a challenge, because of a high concentration of contents, low workload in the discipline, lack of structures of some schools, lack of adequate training in public networks for specific areas, among other factors. This teaching has long been questioned by an increasingly ephemeral society, result in from scientific and technological advances that facilitate the acquisition of knowledge and information. The presence of technologies in schools becomes increasingly indispensable, so that the learner acquires knowledge and is inserted in the current context, because, in their daily lives, technologies are common, such as in supermarkets, Banks, pharmacies and several others. In view of this context, this dissertation presents the result of a research developed in a school of the state network of Pernambuco, which had as general objective to elaborate a didactic proposal with the aid of the construction of the Screencast (capture of the screen of Computer accompanied with the audio of the announcer), to teach the concept action in front of the student a state public school in the municipality of Macaparana-PE. For this, there search has a quantitative and descriptive approach of the type "case study" with tools for data collection, such as questionnaire application and informal interviews about the importance of using their source in the school environment. This work was initially constituted by a bibliographic survey, for the construction of our object of study, of an application of a questionnaire before and after the application of their search, as well as interviews with students and, finally, the evaluation of Resource used in the lesson. The studies showed that this resource can help in a collaborative learning, through the expansion of reading by students, of group inter action, of the students being protagonists, during the process, and, consequently, their greater participation In the class room.