Instrumentalização e simulações computacionais no ensino de Física: uma revisão de literatura apoiada na teoria crítica da tecnologia

Abstract

In Physics Teaching, there is a diffuse perception that characteristics associated with technologies are immediately transferred to classroom activities. The same applies to Computer Simulations (CS). Often praised for their easy access and interactive use, there seems to be a lack of theoretical foundation to support their use. In this sense, this research adopts the standpoint of Critical Theory of Technology to conduct a literature review in scientific journals in the field of Science Education, aiming to characterize and problematize the theoretical frameworks that guide the use of CS as a technology for Physics Teaching. Forty-two articles were selectedand formed the textual corpus, which was subsequently analyzed using the textual analysis software IRAMUTEQ (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires). Textual analysis using IRAMUTEQ revealed that Computer Simulations (CS) are predominantly approached as neutral tools, with strong associations to Meaningful Learning theory. However, Critical Theory of Technology suggests potential practices for re-signifying CS, integrating technical and social dimensions in Physics Teaching.