Análise de potência elétrica em tempo real: experimento didático com Arduino e lâmpadas fluorescentes

Abstract

The enhancement of physics education can be achieved through the integration of experimentation in laboratories or classrooms, creating an inspiring environment for students to explore the subject matter and motivate themselves to acquire new knowledge in the scientific context. The incorporation of Information and Communication Technologies (ICTs)plays a fundamental role in this approach, as evidenced by the use of Arduino for data collection in educational experiments. In this context, the purpose of this dissertation is to present an educational experiment on electricity, designed for high school students, with the aim of addressing fundamental concepts such as electric current, electric voltage, and electrical power. The adopted methodology consists of a case study, grounded in David Ausubel's Theory of Meaningful Learning, to analyze qualitative results in light of this perspective. The experiment was conducted with a third-year high school class, outside of regular class hours, at a private educational institution. Research data were obtained through pre-tests, post-tests, opinion surveys, and reports. This work provided a conducive learning environment to inspire students, facilitating effective learning about the addressed physical phenomena. Furthermore, it contributed to the development of skills aligned with theguidelines of the National Common Curricular Base (BNCC).