Análise Experimental de Circuitos Elétricos a Partir de Atividades Presenciais e Controladas Remotamente

• Autores: Marco Aurélio Alvarenga Monteiro, José Silvério Edmundo Germano, Idmaura Calderaro Martins Galvão
• Localización: Góndola, Enseñanza y Aprendizaje de las Ciencias: Góndola, Ens Aprend Cienc, ISSN-e 2346-4712, Vol. 18, Nº. 3, 2023, págs. 422-439
• Idioma: portugués
• Títulos paralelos:
  • Análisis Experimental de Circuitos Eléctricos de Actividades Presenciales y Controladas Remotamente
  • Experimental Analysis of Electrical Circuits From On-Site and Remotely Controlled Activities
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• Resumen
  • español

    En este trabajo, buscamos comparar el impacto de la realización de actividades experimentales, presenciales y teledirigidas, en el aprendizaje de conceptos relacionados con los circuitos eléctricos por parte de estudiantes de secundaria en cinco escuelas públicas del interior de São Paulo. En cada escuela se aplicaron dos clases de tercer año, un grupo sometido al experimento presencial y el otro al experimento a distancia. Ambos abordaron los conceptos de asociación de resistencias, corriente eléctrica, voltaje eléctrico y potencia eléctrica disipada. Los datos fueron recolectados a través de cuestionarios, pretest y postest, y analizados a través del método D de Cohen (1977) y el factor g de Gery (1972). El primero consiste en una medida estadística utilizada para evaluar el tamaño del efecto (o la magnitud de la diferencia) entre dos muestras independientes, mientras que el factor g de Gery es una medida que compara el desempeño de los grupos en un experimento, teniendo en cuenta las diferencias individuales en capacidad o inteligencia. Los resultados indicaron que los experimentos cumplieron un papel importante en el aprendizaje de los estudiantes, especialmente de quienes que participaron en el controlado a distancia. Además de ofrecer un acercamiento contextualizado a los conceptos científicos, los experimentos remotos también brindaron a los estudiantes la oportunidad de manipular experimentos reales en cualquier lugar y momento; en este sentido, se convirtieron en un método prometedor para la Enseñanza de las Ciencias; en una forma eficaz y segura de promover el aprendizaje de conceptos científicos por parte de los estudiantes de secundaria; y en un complemento de las actividades presenciales, gracias a que permiten una mayor flexibilidad en su ejecución.

  • English

    In this work, we sought to compare the impact of carrying out experimental activities, in person and remotely controlled, on the learning of concepts related to electrical circuits by high school students in five public schools in the interior of São Paulo. In each school, two third-year classes were applied, one group submitted to the face-to-face experiment and the other to the remote experiment. The experiments addressed the concepts of association of resistors, electric current, electric voltage and dissipated electric power.Data were collected through questionnaires, pre-test and post-test, and analyzed using Cohen's D method (1977) and Gery's g factor (1972). Cohen's D method is a statistical measure used to assess the effect size (or magnitude of the difference) between two independent samples, while Gery's g factor is a measure that compares the performance of groups in an experiment, taking into account the individual differences in ability or intelligence. The results indicated that carrying out the experiments played an important role in the students' learning, especially those who participated in the remotely controlled experiment. In addition to offering a contextualized approach to scientific concepts, remote experiments also provided students with the opportunity to manipulate real experiments at any place and time, becoming a promising activity method for Science Teaching. Therefore, the study suggests that the carrying out remote experiments can be an effective and safe way to promote the learning of scientific concepts by high school students, complementing face-to-face activities and allowing greater flexibility in carrying out experimental activities.

  • português

    In this work, we sought to compare the impact of carrying out experimental activities, in person and remotely controlled, on the learning of concepts related to electrical circuits by high school students in five public schools in the interior of São Paulo. In each school, two third-year classes were applied, one group submitted to the face-to-face experiment and the other to the remote experiment. The experiments addressed the concepts of association of resistors, electric current, electric voltage and dissipated electric power.Data were collected through questionnaires, pre-test and post-test, and analyzed using Cohen's D method (1977) and Gery's g factor (1972). Cohen's D method is a statistical measure used to assess the effect size (or magnitude of the difference) between two independent samples, while Gery's g factor is a measure that compares the performance of groups in an experiment, taking into account the individual differences in ability or intelligence. The results indicated that carrying out the experiments played an important role in the students' learning, especially those who participated in the remotely controlled experiment. In addition to offering a contextualized approach to scientific concepts, remote experiments also provided students with the opportunity to manipulate real experiments at any place and time, becoming a promising activity method for science teaching. Therefore, the study suggests that the carrying out remote experiments can be an effective and safe way to promote the learning of scientific concepts by high school students, complementing face-to-face activities and allowing greater flexibility in carrying out experimental activities.