A inserção do laboratório virtual como recurso didático no curso de licenciatura em física

Abstract

The teaching of physics has faced a number of problems of epistemological and didactic order, seen by many as not only difficult to be learned as well as to be taught, has been undervalued by students who can not stimulate interest in learning. In the current context, in which students are more adept each day technological innovations and multimedia resources to incorporate new technologies of communication and information that may be innovative, able to engage and arouse student interest in physics. This study highlights the contributions of virtual laboratories, as mediating element / facilitator of the teaching learning can promote the construction of meaningful learning, since many phenomena can not be played in the classroom or in a real laboratory. As a possibility which should also be considered from the perspective of teacher training, especially in undergraduate programs in physics, as a means to overcome the fragmented training with the overlay of theoretical knowledge about the knowledge of the practice. The research entitled: The insertion of the virtual laboratory as a teaching resource in the Bachelor's Degree in Physics, emerged during the technical visit by undergraduates of Angical the IFPI - Teresina Central Campus, brings the inclusion of the virtual laboratory perspective as important resource to the learning process. This study was based on the theoretical contributions of: Ausubel, Lapa, Medeiros, Paulo Freire, PCNEM (2000), Perrenoud (1993), Prensky, Moreira (1997), Silva (2005), Vygotsky (1991) e Wolfgram (1994)