This dissertation presents the results of a pedagogical intervention mediated by a didactic
sequence aimed at teaching ballistics modeled by computational thinking. As a didactic
resource, we used the free software PhET whose aim was to favor the concretion of
Physics objects. The didactic sequence took into account educational problems obtained
in loco. Such learning problems were determined after exploratory research, namely:
mathematical difficulties, motivation/interest to learn Physics and the absence of practical
classes. All the empirical research and the educational product application was carried
out in times of the Covid-19 pandemic, through the remote teaching model. Anyway, as
a product, we present a didactic sequence that is malleable, and can be transposed to any
curricular subject inherent to Physics. However, even with this difficulty, after applying
the product, there was an improvement in the students' performance in relation to the
subject.
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