CONSTRUÇÃO DE TELA INTERATIVA, USANDO CONTROLE DE NINTENDO WII, E SUA UTILIZAÇÃO POR PROFESSORES E ALUNOS DA REDE DE ENSINO

Abstract

In general, the students of High School present difficulties in using the principles of Physics to explain situations of daily life, natural phenomena and the operation of technological devices. In most physics classes, programmatic content is presented through the use of chalkboard and chalk. Some subjects of Physics are quite complex and abstract, and in order for the student to understand them, some drawing is necessary. In general, high school teachers have a large workload, and often need to play the same class in more than one class on the same day. To reduce the time of imaging and focus on learning, one can draw on available technology. A technological resource already present a few years ago in High School is the interactive screen. In most colleges it is used in a partial way, in addition to having few units available in colleges. Thus, the present dissertation used as a motivation for the use of the interactive screen with high school students, discussions of contents such as electromagnetic waves and electromagnetic spectrum, diodes and doping, electric circuits, serial and parallel association, and pressure in hydraulic presses . These discussions were divided into two workshops. In the first workshop was built an infrared emitting pen, which was calibrated with a computer and a Nintendo Wii® controller. The calibration process is the use of a program that adjusts and determines each point clicked on the projected screen with the computer. In this way, the set (calibrated pen and control) has become an interactive low cost screen. In the second workshop, the constructed interactive screen was used by the master's and high school students to carry out the activities of a pedagogical book of initiation in programming and robotics, with some applications in Physics (to explain, for example, the operation of a hydraulic press Automatic). In the activities performed, in order to achieve an efficient learning, the socio-interactionist theory of Lev Vygotsky and the significant learning of David Ausubel was used.