Física e Animações Interativas

Abstract

The present work aims to analyze and reflect on the use of DICTs (Digital Information and Communication Technologies) in the teaching of Physics as an alternative to the textbook, as well as to present a proposal for a pedagogical tool, of its own authorship, to help Physics teachers in the transmission of contents through interactive animations. This is a qualitative and descriptive research based on theoretical studies by authors who have already studied the subject. The difficulty, on the part of some students, in science disciplines, especially in the area of ​​Physics, is notorious, since the traditional lectures taught by teachers who limit themselves to only using the textbook as the only instrument to support teaching make it difficult the learning. Furthermore, in order to understand the content of Physics, in particular electromagnetism, it demands that the student has a very keen abstraction capacity. In this sense, it becomes a difficult task for the teacher to explain dynamic phenomena through static instruments such as blackboard and brush. Based on this assumption, the need arises for teachers to have teaching alternatives that enhance student performance in the discipline in question. TDICs, such as cell phones and tablets, provided with educational applications appear in this context as a measure, not only of improvement, but fundamental for the improvement of teaching, since these devices have fundamental resources for understanding and understanding physical concepts and its relation to reality. The work shows that, with the use of interactive animations, as a pedagogical resource, student learning will be facilitated since this medium enhances the student's abstraction capacity to fill the dynamics of physical processes.