Utilização do software tracker como instrumento de aprendizagem significativa do movimento retilíneo e uniforme

Abstract

This study presents a proposal for a Didactic Sequence, where the Tracker Software is used as a Meaningful Learning instrument in teaching the object of knowledge, Rectilinear and Uniform Movement, to students in the 1st year of High School, in a State public school located in the urban area of municipality, along Transamazônica, BR-230, West of Pará, one thousand (1000) kilometers away from the capital Belém and two hundred and twenty (220) kilometers from Santarém. Its purpose is to awaken students' interest in the Physics subject, using technologies and programs such as Tracker software, to improve learning performance in Physics teaching. As a theoretical reference for developing the didactic sequence, the Meaningful Learning Theory of Ausubel (1963), Masini and Moreira (2017) is used. The data were produced from interviews with six Physics teachers from the State High School located along Transamazônica, BR 230 and fifteen student teachers from the Professional Master's Degree in Physics Teaching at the Federal University of Western Pará. The results indicate that the Software Tracker, used as a significant learning instrument for teaching Physics, is a dynamic and very promising approach because it is accessible and versatile, in addition to the interest it arouses in students, considering the dynamics of classes that allow the student to be the builder of their own learning. The research generated a Didactic Sequence structured and applied in five ninety-minute classes, each one has objectives, conceptual and attitudinal content, with a constructive methodology with resources used that are technological and accessible.