Modelagem matemática e simulação computacional como estratégias de ensino-aprendizagem aplicadas em um ciclo de modelagem

Abstract

In this work, mathematical modeling and computational simulation are presented as innovative and motivating strategies in the teaching-learning process. Such strategies are applied in a modeling cycle according to the hestesian assumptions, in order to allow students to be critical and active agents in the construction of knowledge. Thus, the objective is to analyze if the application of this proposal makes possible a meaningful learning to the students as proposed by David Ausubel in his Significant Learning Theory. The modeling cycle was applied with undergraduate students from the Federal University of Pampa, who have different profiles because they are from different engineering courses and are studying different semesters. In this research a qualitative approach was run of the case study kind, and the data were collected through author observations and an evaluation questionnaire answered by the students who has participated of this investigation. In this context, it was verified through the data analysis with that the proposal showed and provide the students with a meaningful learning. It thus, the proposed methodology is promising and potentially significant in the teaching of science and mathematics, especially in activities involving mathematical modeling and computational simulation.