Interdisciplinarity in the teaching of physics and computing in basic education: experience report of an initial and continuing education course from the perspective of building experiments

• Veruska Ribeiro Machado IFB http://orcid.org/0000-0002-7754-6947
• Thiago Batista Amorim IFB
• Petrus Marcelino Barros IFB

DOI: https://doi.org/10.5753/educomp.2021.14491

Abstract

We live in a reality immersed in constant technological innovations that emerge and become indispensable in all areas, as a result of this inseparable relationship between society and technology, learning processes are also affected. The training of the 21st century student goes through the perspective of technological training, the need for digital literacies that allow him to act as a critical producer in modern society, it is not enough to have skill with the available ICT tools to access information, this individual's thinking is required criticism, argumentation and problem-solving skills. The Brazilian Computer Society (SBC), in its document Computer Training Itinerary, goes beyond the need for technological training, but rather in training in computing in basic education, which today is comparable to literacy in the past, contributing to the full understanding of world immersed in digital technologies, ability to learn and solve problems, and support the learning of other disciplines. Faced with this reality, the present project turned to teaching natural sciences and the question arises: how to develop these skills in science classes in basic education, but specifically in physics classes? This work aimed to teach physics and computing in an interdisciplinary way from the perspective of scientific and digital literacy in an initial and continuing education course for 13 high school students, using, for this, a methodology focused on project development. Considering that the association between theory and practice in the teaching of physics is usually carried out through experiments, the projects that were developed by students during classes consisted of creating physics experiments through the Arduino platform and its respective sensors, using concepts of computing, programming and robotics. For this, a multidisciplinary team was formed, composed of professors from the area of ​​physics and computing for collective planning at each meeting of the course, developing in an interdisciplinary way the content of the area of ​​physics and computing to be approached in order to provide subsidies to the student to develop the experiment. The results of the application of this project indicate that the construction of the experiments was a learning facilitator, helping to understand the concepts of physics and computing, both in the verification of the concept through the experiment and in the process of its construction, making students technology producers at the understand and implement computing concepts to verify physics concepts. In addition, there was a perception by the students themselves in the increase of knowledge in the areas of physics and computing from the methodology adopted in the project. Finally, there was also a great interest and motivation of students throughout the classes, placing them in the active role of learning as producers of technological artifacts, through the Arduino platform, and scientific researchers at each meeting of the course.

Keywords: Teaching, Physics, Computing, Interdisciplinarity, Robotics, Experiment, Arduino, Basic Education

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