Proposta de ensino de momento linear com o uso de Arduino, simulação e Kahoot!

Abstract

In this work, it is presented a teaching proposal on linear momentum through a Didactic Sequence based on David Ausubel's Theory of Meaningful Learning and on active methodologies. The proposal seeks to overcome the difficulties observed in traditional teaching, which tends to present concepts in an abstract and decontextualized way, making it difficult for students to understand. To this end, diversified teaching resources were developed, such as Arduino experiments, computational simulations in Python, and the use of gamification strategies, such as Kahoot!, planned for application in 1st-year high school classes. We propose a Didactic Sequence in which the initial pedagogical decisions are guided by an initial diagnostic assessment aimed at identifying students' difficulties regarding the concepts of mass, velocity, and conservation of linear momentum. The expected results of these stages guide the didactic intervention, carried out through the expository lesson, experiment, simulation, and gamification, favoring conceptual reconstruction through the integration between theory and practice. Finally, the summative assessment allows analyzing the evolution of learning and the achievement of the proposed objectives. Although it has not yet been implemented, the proposal demonstrates potential to contribute to innovative pedagogical practices in Physics teaching, offering a promising path for more dynamic, participatory classes aligned with meaningful, critical, and contextualized learning.