Utilização integrada do Just-In-Time Teaching e Peer Instruction como ferramentas de ensino de mecânica no ensino médio mediadas por APP

Abstract

This work was based on the yearning to enhance the teaching of Physics for night high school working students at a school in the municipality of Laranjeiras do Sul - Paraná. It was observed that the students presented learning difficulties in several topics of Physics and some of them persisted during the classes. Nevertheless, it was perceived that the demotivation to learn also has a strong influence over the student’s performance, accentuating evasion and grade retention. Seeking to contribute to the alteration of this situation, the teaching strategies Peer Instruction (Mazur, 1997) and Just-in-Time Teaching (Novak et al., 1999) were used in school activities, aiming to improve the teaching and learning of Physics. During the Physics classes developed in this research, a smartphone app was used as a bank of Physics questions and as an instrument to send the answers during the resolution of problems inside the class. This research aimed to identify the potentialities of a Teaching process with Just-in-Time-Teaching and Peer Instruction, mediated by the student-App-teacher interaction, in the Kinematics teaching. The methodological option was of a qualitative research, since we wanted improvements in both teaching and learning. The Research-Action and the Tabla de Invención were used as instruments for data collection and analysis. Through the development, 12 physics classes were taught in high school, with 22 students in a Physics class at an YAE school in the municipality of Laranjeiras do Sul. As a product, a smartphone application (App), which operates on the Android operating system, was developed to be used in the voting of Conceptual Testing responses during classes. A laptop and a router were used to establish the wireless network and database for the operation of the App. The results showed that the application was well accepted by students, have the potential to improve concentration in problem-solving activities and to perform sending of answers to the teacher. The teacher can save the students' answers in the laptop and verify each student's performance. Just-in-Time-Teaching and Peer Instruction teaching strategies proved to be powerful tools to stimulate students to seek autonomous knowledge, reduce fear of physics classes, stimulate concentration in individual problem solving and to promote group discussions in group problem solving. This work is accompanied by an educational product, that follows attached.