UM LABORATÓRIO DIDÁTICO VIRTUAL DE FÍSICA NA AMAZÔNIA

Abstract

Our society lives in constant processes of evolution. Evolution that gives rise to changes in our daily lives provided by significant technological advances. Therefore, in view of the educational context, this evolution must be present in the educational practice, being the teacher responsible for the insertion of this new reality into school. Then, if teachers and students are embedded in a dynamic universe in constant evolution, in contact with increasingly advanced technologies, why not to introduce them within the educational context? The realization of experiments during classes plays an important role in Physics teaching, once the preparation for the working world, sciences and technologies, and more specifically in a Physics class with experimental activities, presents significant results with respect to learning. However, materials used in conventional laboratories are not always readily available because of the very high cost and difficult access and manipulation under the reality of each school. In this perspective, the creation of virtual experiments becomes an alternative for teachers to overcome these challenges. Challenges in which the computer presents itself as a motivating factor for the student, since, according to Gaspar (2014) and Vygotsky’s theory, to learn, it is necessary to think, and to think about a problem, the student needs stimuli. Thus, the present study is supported by the results of a qualitative and quantitative action research, carried out after the application of the product, with diverse contributions that aim to facilitate the teaching-learning process of Physics from theory to practice.