Robótica educacional e modelagem matemática: teoria e prática através da instrução pelos colegas

Abstract

This work presents an experience of teaching mathematics and physics in high school, mediated by educational robotics, notions of modeling, and the peer instruction methodology. The main objective was to introduce basic robotics concepts, as well as Mathematical Modeling of natural phenomena, more specifically the parabolic launch of projectiles, using computational tools such as TinkerCAD, Tracker, and prototyping with Arduino, in a high school class from the state public network of Santa Catarina. Initially, a diagnostic questionnaire was applied with questions involving concepts of mathematics and physics related to the launch of projectiles, as well as conceptions and impressions related to mathematical models and educational robotics. Workshops were carried out involving conceptual tests, Mathematical Modeling, programming, and prototyping. Students' perceptions of the activities and the effectiveness of the Peer Instruction methodology in acquiring the skills outlined in the National Common Curricular Base were evaluated. The results indicate learning gains and positive student perceptions, evidenced by the increased relative frequency of correct answers in the post-intervention questionnaire, the normalized gain obtained, and qualitative responses highlighting greater engagement, interest in the classes, and appreciation of collaborative work. Although conceptual advances were moderate, there was observed progress in the ability to interpret graphs, analyze experimental data, and connect theoretical models with observed phenomena. These elements suggest that the adopted approach constitutes a viable and relevant alternative for teaching Physics and Mathematics in High School.