Tecnologias digitais: simulações virtuais como ferramenta no ensino da física

Abstract

This study is based on the following scientific problem: can the use of virtual simulation technologies contribute to the teaching of Physics? Its main objective is to analyze the contribution of virtual simulation technologies to improving the learning of Physics concepts in the 1st year of High School, which leads to the following guiding questions: what studies already exist on the use of virtual simulations for Physics learning? Have research studies on this topic shown promising results? What teaching methodology supports the use of these simulations in the classroom? How can virtual simulations contribute to learning in the Physics class? To address these questions, the following specific objectives were established: to use interactive virtual simulations of physical experiments through a virtual laboratory; to explain Newton’s Laws using interactive digital simulations; to employ virtual simulations through videos from open platforms illustrating the real movement of the Solar System around the Sun and the Milky Way; to apply the proposed virtual simulations in the classroom; to identify whether virtual simulations motivate and arouse the curiosity of this new generation of students regarding Physics; and to verify whether virtual simulations contribute to Physics teaching. The study was conducted in four stages, over four lessons at the PublicSchool Prof. Ruy Alencar and in Public School Dr. José Milton Bandeira, with data collection carried out through questionnaires, and data analysis performed using a qualitative approach. As a contribution, the study proposes a solution based on the use of Digital Technologies (DT) for the implementation of virtual simulations, both through interactive virtual Physics laboratories and videos, aiming to make learning more dynamic and accessible, especially in complex physical phenomena. The research demonstrated that virtual simulations are fundamental in increasing students’ motivation and curiosity regarding Physics. By using interactive virtual laboratories and videos, it was possible to make teaching more dynamic and engaging, allowing students to visualize physical phenomena that are difficult to understand theoretically. The results revealed that students felt more interested and motivated when simulations were incorporated into the lessons, transforming learning into a more practical and exciting experience. Thus, simulations not only supported teaching but also sparked students’ interest in the subject, demonstrating that the integration of digital technologies is highly beneficial for contemporary education.