O uso do WhatsApp como ferramenta informal no ensino de física em tempos de aulas remotas

Abstract

The present work verified how the use of WhatsApp occurred as an informal tool in Physics teaching during the period of remote classes, from a qualitative and quantitative exploratory research conducted at the school Ceep Liceu Parnaibano, with the main focus of analyzing whether the use of WhatsApp contributed or not to the teaching of Physics during the period of remote classes, in order to highlight the advantages and disadvantages of the application when used in the classroom. The research took place through an investigative questionnaire, which was developed and applied to four 2nd year high school classes. This restriction was done in order to avoid the participation of students who had only experienced remote classes. Through this questionnaire, it was possible to evaluate the students' opinion about the teaching-learning process in the use of the WhatsApp application in remote classes in Physics Teaching. Moreover, it was also analyzed whether the students involved in the research have learning difficulties when the classes are developed through WhatsApp. Thus, it was possible to conclude that the students had learning difficulties in Physics teaching, such as in understanding the contents because they are worked through video classes or synchronously, and the lack of interest and incentive to study the subject. Moreover, it was found that WhatsApp played a crucial role in the existence of these difficulties. Thus, to try to minimize them, an educational product was proposed that suggests the use of the application "Physics at school" along with a didactic sequence that addresses the contents of thermodynamics, with the purpose of making the students' learning more meaningfu