Explorando as possibilidades de inserção da plataforma arduino no ensino de ciências da educação básica

Abstract

The present work is the result of a pedagogical intervention carried out in two stages called Pilot Study and Course for Teachers and Professionals of Education, between May and October 2016, with second year high school students, teachers and other professionals who formal education. The objective of the research was to evaluate the possibilities of insertion of the Arduino Platform in the Teaching of Sciences of Basic Education through a focus on the introductory concepts of programming logic and assemblies of electronic circuits. The research evaluates learning based on David Ausubel's Significant Learning Theory and verifies two important conditions: the construction of a potentially significant instructional material and the predisposition of learners to incorporate new knowledge. The methodology used was pedagogical intervention, in the sense of Damiani et al., With a predominantly qualitative approach and is divided into: a pedagogical intervention method, composed of a detailed description of the intervention and the evaluation method of the intervention, which details as the intervention process occurred through the analysis of the data and the instruments used to obtain them. The pilot study counted on the participation of second year high school students and Course for Teachers and Professionals of Education with ten participants. The detailed description of the meetings held in the pedagogical intervention; verification of learning objectives and the findings of the intervention itself, as discussed by Damiani et al., compose the results and discussions. The didactic experience realized in the two stages still integrates the elaboration of an educational product that can be the basis for other teachers in introductory activities on the Arduino Platform and the concepts that it demands, either for the automatic acquisition of data in experiments of low cost or for training teachers who need subsidies to start working with programming, electronics or automation in Basic Education. It is concluded at the end of this study that the activities performed have a strong influence of the previous knowledge related to the logic of programming and to the understanding of electric circuits. Without this, practices using technologies based on the integration of programming and electronics will continue to be reproduced in schools, but little understood. As a future perspective, a set of ten recommendations is presented to support new research, especially those that have as a background the means to introduce introductory concepts of programming and electronics in curricula of Basic Education. Keywords: