Tecnologias móveis nos processos de ensino e de aprendizagem em física: reflexões e possibilidades de um ambiente educacional interativo

Abstract

This work investigates the use of an application (app) in Physics classes at a State School in the municipality of Matriz de Camaragibe, which provides the student with an environment for socialization of knowledge in the perspective of mobile learning. We try to answer the following question: How can mobile technologies (TM) contribute to the teaching and learning processes in Physics, from the perspective of mobile learning (m-learning) in order to promote interaction between teacher and student? The general objective of this research was to reflect on the use of TM in Physics teaching in the perspective of m-learning in order to promote the socialization of knowledge between teacher and student, and as specific objectives were to identify the possibilities of the app for the processes of teaching and learning in physics, reflecting on the importance of TM for physics teaching, developing an interactive educational environment from the app, proposing activities that encourage students and teachers to mobilize their knowledge and promote socialization beyond the classroom. In order to reach the proposed objectives, we used the studies of Coll and Monereo (2010), Saccol (2011), Moran (2013), Silva (2010), Kenski (2013), Vygostky (1998) and Freire (1996). The research was developed by an exploratory study, in a qualitative approach. Data were collected through interviews for teachers and students. The subjects involved were five Physics teachers who wish to innovate their practices and thirty high school students who will be submitted to the National High School Examination (ENEM) and who have cell phones or tablets that support the app. The subjects involved presented the results from from the difficulties in using the app in the classroom, insertion of the TM in classes of Physics, use of the app in the teaching practice, reflections and possibilities of the use of the app for the process of teaching and learning. Thus, we recognize that the use of the app brings contributions to a learning formation, through the construction of knowledge knowledge in a collaborative and interactive way. Since WiFi is limited, however, they recognize that this application opens the way for the dissemination of knowledge from interactive research, interactive videos, texts and exercises in an attractive and dynamic way. The desire of the teacher to insert the app in classes of Physics overlaps in wanting to arouse in the student the interest in the discipline in an autonomous and attractive way.