A aprendizagem baseada em projetos para o ensino de física: uma sequência de ensino-aprendizagem sobre as leis de Newton a partir da robótica educacional

Abstract

This dissertation aims to evaluate the effectiveness of the Project-Based Learning methodology applied to the teaching of Newton's three laws, using educational robotics as a mediation tool in the teaching-learning process. The research was developed at the Professor Jorge Karam Neto State School, in the city of Manaus-AM, seeking to understand how the integration between theory and practice, through the construction and programming of robots, can favor the learning of the fundamental concepts of dynamics. The development of the work was structured in four phases: analysis, elaboration, implementation and evaluation. In the analysis phase, diagnostic questionnaires were applied to identify the students' prior knowledge and their learning needs in relation to Newton's laws. Based on these data, a teaching-learning sequence based on Project-Based Learning was developed, in which the students, organized in groups, planned, assembled and programmed robots capable of participating in practical challenges, such as tug-of-war and sumo wrestling competitions. During implementation, students were challenged to apply concepts of force, mass, acceleration, and action and reaction to optimize the performance of prototypes, integrating physical knowledge into the assembly and programming processes of devices. Assessment was carried out continuously, using formative assessment instruments, using specific rubrics that allowed monitoring the progress of students in criteria such as understanding of concepts, teamwork, application of data, and reflection on their own learning process. In addition to the formative assessment, a final assessment was conducted on students' perceptions of the activities performed. The results demonstrated that the use of educational robotics, combined with the Project-Based Learning methodology, provided a more dynamic, collaborative, and meaningful learning environment, contributing to a better understanding of physical concepts and the development of essential skills, such as critical thinking, logical reasoning, and problem-solving. It is concluded that the adopted approach not only promoted the strengthening of Physics knowledge, but also encouraged autonomy, protagonism and student engagement, demonstrating that active methodologies integrated with technology constitute an effective strategy for improving Physics teaching, especially in high school.