Banca de QUALIFICAÇÃO: NATHÁLIA CAROLINE DOS SANTOS ROSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : NATHÁLIA CAROLINE DOS SANTOS ROSA
DATE: 26/07/2024
TIME: 10:00
LOCAL: Sala 06/ECT
TITLE:

DIDACTIC SEQUENCE FOR TEACHING ELECTROMAGNETISM: A PROPOSAL USING THE FLIPPED CLASSROOM AND CHATGPT

KEY WORDS:

physics teaching; flipped classroom; artificial intelligence; chatgpt; active teaching methodologies.

PAGES: 66
BIG AREA: Ciências Exatas e da Terra
AREA: Física
SUMMARY:

Currently, technology is integrated into people's daily lives from a very early age. Contact with cell phones, computers, and technological tools happens from childhood. Even so, many times, the incorporation of technology in the classroom is still feared by some teachers. In this work, a didactic sequence is proposed that uses technology as the main teaching tool. The objective is to assist and guide teachers in integrating new teaching technologies into their classes, in addition to motivating and sparking interest in Physics and improving student performance. The didactic sequence covers electromagnetism content and is based on the Flipped Classroom methodology. This methodology suggests a reversal in how content is obtained. Traditionally, content is presented in the classroom, and exercises are done at home. With the flip, students accessed the content at home, and during classes, it was worked on through exercises, practical laboratory classes, discussion networks, and the creation of conceptual maps. The content was acquired through the ChatGPT platform, a conversational chat system with Artificial Intelligence (AI) technology. Before each new topic, students received some questions that they were supposed to ask the AI, and the answers were shared with the class and analyzed, confirmed, or corrected by the teacher. The teacher is of fundamental importance in this methodology, as their role is to guide the students' learning process, showing how this technology should be used and helping them build scientific knowledge. Thus, the content was worked on throughout the school year. The didactic sequence was applied to one of the five third-year classes at a state school in Paraíba. However, for data analysis, all five classes were evaluated. Based on the obtained data, it can be concluded that the methodology used in the sequence was very effective, as the class that worked with AI achieved the school's best performance in the ENEM in recent years. The assessment scores showed an improvement in Physics performance, and the class was motivated, participative, and willing to learn throughout the school year, according to the teaching staff. Finally, it is concluded that technology can be a great ally of the teacher in the teaching-learning process, as long as they guide their students during its use, and the educational product proposed here has the potential to help them in this process.

COMMITTEE MEMBERS:
Presidente - 2571630 - PAULO DANTAS SESION JUNIOR
Interno - 4857669 - JEFFERSON SOARES DA COSTA
Interno - 1879244 - LEANDRO IBIAPINA BEVILAQUA