Análise da utilização da Protoboard, seus componentes e software tinkercad para o ensino de eletricidade

Abstract

Tools such as Tinkercad software and breadboards are widely used in robotics. Recognizing their educational potential, this research aimed to analyze the effectiveness of the integrated use of these tools in teaching electricity-related topics, such as Ohm's Law and resistor association, focusing on third-grade high school classes at the Instituto Federal do Piauí – Oeiras Campus. The proposal arose from the need to overcome the limitations of traditional physics teaching, which generally relies on expository theoretical classes and offers little experimental experience, hindering student understanding and engagement, especially in abstract topics such as electricity. The theoretical foundation was based on Marco Antônio Moreira's Theory of Meaningful Learning and Pedro Demo's concept of educating through research. A mixed-methodological approach was adopted, combining qualitative and quantitative methods to better understand the results. The teaching activities were organized into three stages: a lecture, circuit simulations in the Tinkercad virtual environment, and finally, the physical assembly of the circuits using a breadboard. Data collection was conducted through questionnaires administered via Google Forms, one before and one after the activities, based on Likert scales and an open-ended question, to assess students' perceptions of the use of the tools and the learning process itself. The results indicated that the integration of theory, virtual simulation, and physical practice contributed to greater student engagement and facilitated understanding of the concepts. Furthermore, greater interest was observed in the classes that involved real experimentation, since the manipulation of physical components provided a more concrete experience of the content. Therefore, we conclude that the combined use of the breadboard and Tinkercad software constitutes an effective, accessible, and viable pedagogical strategy for teaching electricity. This approach overcomes the lack of laboratory infrastructure in many public schools while also fostering skills such as problem-solving, logical reasoning, and collaborative work. The study reinforces the importance of active methodologies that promote learning through practice, making physics teaching more dynamic, contextualized, and meaningful for students.