Implementation of Mechatronics in the teaching of Physics: construction of investigative actions through Mechatronics Educational devices

Abstract

It is observed that many high school students have difficulty to relate the contents of physics to everyday situations and also to realize their importance in solving problems in real situations. In this sense, there are efforts to overcome the conceptions of a decontextualized Physics teaching, and that favors the accumulation of information. In this perspective, the present article presents considerations about a proposal of pedagogical intervention directed to the first year of High School / Technical, using mechatronic prototypes to carry out investigative experimental practices, from the following of the social problem: traffic accidents. In view of the situation presented, the students, gathered in a team, participate in investigative actions such as: information gathering, discussion of solutions, elaboration and testing of hypotheses, textual production and apprehension of scientific knowledge. In this context, we use as theoretical basis to deal with experimental activities that support a Physics Teaching aimed at Scientific Literacy, the Structuring Axes of Scientific Literacy, proposed by Sasseron and Carvalho (2011) and the five steps for the experimental investigative activities of Carvalho (2010). With regard to the outstanding data of the execution of activities such as videos, images, logbooks and reports. It is hoped that the results of this work will provide critical reflections on methodological practices based on the use of mechatronics, emphasizing the importance of a contextualized Science Teaching that gives meaning to its contents, which stimulates and develops the scientific spirit of the student and the teacher.