Maker culture and educational robotics in physics teaching: developing an automated traffic light in high school

Authors

  • Amilson Araujo Universidade Federal de Alagoas. Arapiraca, Alagoas
  • Ivanderson Pereira da Silva Universidade Federal de Alagoas. Arapiraca, Alagoas

DOI:

https://doi.org/10.20952/jrks1111654

Abstract

In this study we explore the didactic potential of educational robotics for the construction of an interdisciplinary project for teaching Physics and teaching Mathematics, in the context of basic education. It is an account of interdisciplinary experience in which, through the pedagogy of projects, the use of robots in the construction of timed traffic lights (one for pedestrians and one for cars) was evidenced. This proposal involved students from the 1st, 2nd and 3rd years of high school, aged between 13 and 18 years, from the State School Álvaro Paes, located in the city of Coité do Nóia-AL. The project emerged from the initiative of teachers of Physics and Mathematics, in conjunction with the Robotics Group of the State Network of Alagoas, and in this sense took the concept of kinematics. The activities were developed on Saturdays during the academic year of 2017. It was evident, from this experience, that the contextualization of the classes through robotics projects, make the classes motivating, since the students were involved with the possibility of creating, from the concepts of Physics and Mathematics, in the moments, involving and bringing the subjects closer to a scientific practice. As an educational product, an article was prepared with an account of the practice of a robotics project developed in the classroom. Initially, the training of work teams for the construction and development of tasks in class was carried out. Then the students participated in robotics classes, understanding its fundamentals and its application within the disciplines of Physics and Mathematics, introducing the subject of traffic lights for the Traffic Light.

References

Andrade, G. T. B. (2011). Percursos históricos de ensinar ciências através de atividades investigativas. Ensaio Pesquisa em Educação em Ciências, 13(1), 121-138. https://doi.org/10.1590/1983-21172013130109

Boa Sorte, P. (2020). Mark the correct answer? To whom? Deconstructing reading comprehension. Journal of Research and Knowledge Spreading, 1(1), e11550. https://doi.org/10.20952/jrks1111550

Brito, C. D. A., & Nunes, C. P. (2020). The intensification of teaching work in the context of the commercialization of higher education in Brazil. Journal of Research and Knowledge Spreading, 1(1), e11420. https://doi.org/10.20952/jrks1111420

Dashti, E. (2020). Examining the relationship between unwillingness to translate and personality type of Iranian translation students. Journal of Research and Knowledge Spreading, 2020, 1(1), e11467. https://doi.org/10.20952/jrks1111467

Dias, A. F. (2020). Trans* escrevivências as a pedagogical power. Journal of Research and Knowledge Spreading, 1(1), e11494. https://doi.org/10.20952/jrks1111494

Ebrahimi, M. A. (2020). Cultural value of translation of proverbs and synopsis. Journal of Research and Knowledge Spreading, 1(1), e11484. https://doi.org/10.20952/jrks1111484

Ferreira Neto, J. L. (2015). Pesquisa e Metodologia em Michel Foucault. Psicologia: Teoria E Pesquisa, 31(3), 411-420.

Fiolhais, C.; Trindade, J. Física no Computador: O Computador Como uma Ferramenta no Ensino e na Aprendizagem das Ciências Físicas. Revista Brasileira de Ensino de Física, v.25, n.3, set., 2003. Disponível em:

Fiolhais, C. & Trindade, J. (2003). Física no computador: o computador como uma ferramenta no ensino e na aprendizagem das ciências físicas. Revista Brasileira de Ensino de Física, 25(3), 259-272. https://dx.doi.org/10.1590/S1806-11172003000300002

Fullagar, S. (2019). A physical cultural studies perspective on physical (in)activity and health inequalities: the biopolitics of body practices and embodied movement. Revista Tempos e Espaços em Educação, 12(28), 63-76. https://doi.org/10.20952/revtee.v12i28.10161

Gavassa, R. C. F. B., Munhoz, G. B., Mello, L. F., & Carolei, P. (2016). Cultura Maker, Aprendizagem Investigativa por Desafios e Resolução de Problemas na SME - SP (Brasil).Anais... . In: FABLEARN Brasil: USP.

Gil, A. C. (2016). Como elaborar projetos de pesquisa. São Paulo: Atlas.

Goldenberg, M. (2004). A arte de pesquisar: como fazer pesquisa qualitativa em Ciências Sociais / Mirian Goldenberg. Rio de Janeiro: Record.

Heckler, V., Fazio, A. A., & Ruas, F. P. (2020). Investigation with experimental practical activities in training geographically distant teachers. Journal of Research and Knowledge Spreading, 1(1), e11403. https://doi.org/10.20952/jrks1111403

Nussenzveig, H. M. (1993). Curso de Física básica. São Paulo: Edgard Blucher.

Oliveira, E. S., & Barreto, D. A. B. (2020). Contemporary studies on knowledge, teaching in higher education and social representations in Brazil. Journal of Research and Knowledge Spreading, 1(1), e11585. http://dx.doi.org/10.20952/jrks1111585

Pacini, G. D., Passaro, A. M., & Henriques, G. C. (2019). Pavilhão FAB!t: proposta portátil para inserção da cultura maker no ensino tradicional. Gestão & Tecnologia De Projetos, 14(1), 76-89. https://doi.org/10.11606/gtp.v14i1.148143

Ritta, R., Thomaz, S., Aglaé, A., Azevedo, S., Burlamaqui, A., & Gonçalves, L. (2010). RoboEduc: Um Software para Programação em Níveis. Anais do Workshop de Informática na Escola, 1(1), 1425-1428. http://dx.doi.org/10.5753/cbie.wie.2010.1425-1428

Raabe. A. & Gomes, E. B. (2018). Maker: uma nova abordagem para tecnologia na educação Revista Tecnologias na Educação, 10(26), 6-20.

Santos, I. T. R., Barreto, D. A. B., & Soares, C. V. C. O. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), e11483. https://doi.org/10.20952/jrks1111483

Schmidt, M. L. S. (2006). Pesquisa participante: alteridade e comunidades interpretativas. Psicologia USP, 17(2), 11-41.

https://doi.org/10.1590/S0103-65642006000200002

Silva, T. O., & Rios, P. P. (2020). Gender, sexual diversity and field education: “in rural communities many people do not understand and treat it as a disease. Journal of Research and Knowledge Spreading, 1(1), e11418. https://doi.org/10.20952/jrks1111418

Silva, F. O., Alves, I. S., & Oliveira, L. C. (2020). Initial teaching training by homology in PIBID: experiential learning from professional practice. Journal of Research and Knowledge Spreading, 1(1), e11638. http://dx.doi.org/10.20952/jrks1111638

Published

29/12/2020