Abstract:
The study was developed at the Josina Machel Secondary School (ESJM) and has its origin in the difficulties presented by the students, in the physics classrooms at the level of General Secondary Education of the 2nd Cycle. This situation may be related to the current approaches used that do not encourage an active participation of the student, as he is seen only as a simple recipient of the teacher's knowledge. This study aims to provide teachers and students of that level with a new view on the teaching and learning process, influencing them to adopt new approaches in which students start to take a more active role in the construction of their own knowledge, leaving the teacher to facilitator role. Therefore, the study adopts a student-centered learning approach and as a strategy, explores the potential offered by information and communication technologies (ICTs) in teaching. In this way, we try to answer the question about "how ICT-based classes can help students learn physics and stimulate student-centered learning", as it is assumed that the physics classes given with the help from the computer can provide students with an understanding of the most abstract physical content, since it is possible to view the content through simulations. To achieve the defined objectives, the study develops a prototype of Instructional material, evaluated according to the criteria of validity, practicality and effectiveness. In order to answer the research question, the study was based on a systematic exploration of the prototype developed according to the constructive vision of learning. This prototype was developed in three cycles, having been implemented in two groups, during the second and third cycles. The results show that it is possible to learn Physics with the help of a computer, all it takes is for the teacher to select topics that suit the "software" to be used and build a lesson guide that guides learning, focusing on content, approach and in the organization. The results also reveal that learning is effective and that ICTs stimulate individualized, cooperative and independent learning. Therefore, it is recommended that ESJM and others that have the same conditions start using computer rooms for educational purposes as well. (TRADUÇÃO NOSSA)
