Tratamento do movimento oscilatório utilizando o ensino híbrido: uma proposta para o ensino médio

Abstract

The world has been going through great transformations caused by the intense technological advance, referred now as World 4.0 and, mainly, by the pandemic of the Coronavirus Desease (COVID-19). Social withdrawal makes us rethink the role of being a teacher and how to teach Physics. On the other hand, we have students called “digital natives” who are fully inserted in the technologies that the World 4.0 provides. In this work we use the station rotation blended learning model to introduce oscillatory motion in High School. Owing the COVID-19 pandemic, we had to adapt the proposal for completely remote learning using online tools, such as the Google Forms and Digital Information and Communication Technology (DICT) combined with experimentation, as a possibility of meaningful learning. Our educational product consists of three stations, where in the first we explore the motion of a simple pendulum using a simulator of the PhET platform. In the second station we theoretically analyze the motion of an ideal pendulum to obtain a mathematical expression that allowed us to determine the local gravity and in the third station we explore an experimental activity in which the student assembled his own pendulum with low-cost materials and analyzed its movement through video analysis with the Tracker software. Our main objective at the third station was to make the student verify that the real system is described by a damped motion, due to energy dissipation, to compare the results obtained with the theoretical model studied for the ideal case, in which a simple harmonic motion is observed. The proposal was applied to a total of 60 high school students from two different schools, in four classes lasting fifty minutes each. Before presenting the stations to the students, they answered a diagnostic questionnaire for the teacher mapping their prior knowledge regarding the topic discussed and give a better direction to the work. The application of the educational product ended with an opinion questionnaire asking for information about the methodology used. The proposal was very well received by the students and the methodology was very useful for us to work satisfactorily on the proposed theme, relating Physics to the students' daily lives, and to work skills and abilities through the use of software, videos, experiments, writing and group working, even in a completely remote context.