Possibilidades do uso de vídeos e videoaulas no ensino de Física

Abstract

This dissertation recounts a High School Physics teacher´s and her students experience throughout four teaching sequences that had explored possibilities of using videos and videos lessons as a didactic resource. During the sequences application, the students demonstrated interest and engagement to the themes explored at the Physics classes. To reflect about these students conduct we used references that discuss the youth profile and their demand for technological resources. Besides that, we support our research basing on studies about mediated action to understand how the interactions between the teacher and the mediational resources and the interactions between the teacher and the students occurred. Our major theoretical-methodological choices and analysis are a result of these viewpoints adherence. In order to understand the video and video lessons usage possibilities, we remade the context in which each class was developed and we analyzed the dialogical process of interaction between the individual involved in the research. For this, we used the notes from the teachers field journal, whom was also a researchs individual and researcher, the students productions, the students answers to questionnaires available on the school virtual system and the research subjects enunciations, which were registered through audio recordings. Basing on our analysis, we believe that the audio-visual medias insertion on the didactic schedule, as videos and videos lessons, should be more encouraged once it supports a desirable behavior from the students, presenting them more committed and autonomous. As one of this research result, a small notebook with our planning and some discussions about this experience potentialities and limitations was developed and it is available by the end of this text.