Uma análise sobre as contribuições do software tracker para o ensino de cinemática em turmas de ensino médio

Abstract

In the context where the teaching of Physics in the classroom involves the presentation of content and problem-solving using mathematical models, without reproducing meaning, we conducted a study that sought to investigate the contributions to the teaching and learning process of physical phenomena involving the motion of bodies with high school students using a computational tool, the video sequence analysis software Tracker®. The research was conducted through two experimental sessions, where we filmed a physical movement phenomenon and subsequently analyzed the video sequence using Tracker®. As a tool for investigating significant learning occurrences, we applied two questionnaires: one before the first intervention and the second after the conclusion of the second intervention. Evaluating the results obtained, we believe that the use of Tracker® software demonstrated progress and improvements, resulting in gains in competencies and skills. Moreover, the use of video sequence analysis motivated the students more and led to increased engagement in the activities, proving to be important and fundamental for achieving meaningful learning