Uma proposta para aprendizagem de calorimetria utilizando a plataforma arduino em uma sequência didática diversificada

Abstract

The biggest difficulty that students have in understanding the theme of heat is largely due to the enormous shortage in digital media and in experimental physics books whose help students construct this concept significantly using their pre-acquired knowledge. At this work, we developed an experimental product, low cost and fully applicable in the context of the current educational reality, associated with a didactic sequence with which students will be able to developing various skills, that will help their not only in building a solid concept about heat, but also with those knowledge and values that have the potential to enhance young people's ability to creatively interfere in the world. We used an Arduino Uno R3 board and developed six experimental arrangements with which students can construct concepts such as thermal capacity, specific heat, amount of sensible heat and latent heat, heat exchange, and thermal equilibrium. Our didactic sequence is based on Ausubel's theory of meaningful learning and the students’ interaction with experimental activities occurs in a research perspective in which through the manipulation of the experiment, the student obtains his conclusions and constructs the involved physical concepts in a significant way. To measure the level of knowledge acquired by each student before and after application of our product, we use Benjamin S, Bloom's educational objectives taxonomy. This allowed us a systematic resource to develop the didactic sequence and gauge the knowledge acquired by the student. The results obtained with the application of the didactic sequence were satisfactory. We believe that the playful and investigative activities that make up the sequence are among the main factors that provided the great engagement of the students, making the classes more attractive and dynamic, enabling the teacher to abandon the narrative. We did a comparison of the income obtained by the students, in the same content, given in the previous year with the traditional methodology and we noticed that with our proposal there was a significant increase. Therefore, we conclude that the application of this didactic sequence, composed of playful, interactive and experimental activities, allows the student to reach higher levels in his cognitive process.