This work aims at presenting the results of a research that proposed the elaboration and application
of a didactic sequence using robotics as a teaching strategy in a significant learning perspective of
kinematic concepts in the 1st year of Brazilian High School. Taking into account the low
performance in Physics observed in Brazilian Elementary School alumni, the didactic sequence
proposed in this research is an alternative capable to demonstrate and exemplify, in a
contextualized way, concepts and physical phenomena intrinsic to speed and acceleration, that are
usually shown only as illustrations or abstractly in traditional approaches. Usually, the presentation
of these concepts in classrooms is dissociated from the students daily life and, thus, their concrete
or even misunderstood interpretations are simply not taken into account. Considering this
perspective, the didactic sequence was proposed as a teaching strategy based on robotics and data
collection software that would allow students to observe and give a more significant meaning to
their previous knowledge regarding to kinematics, such as: movement, position, shift, trajectory,
speed and acceleration. The sequence was applied in the second shift of a forty four students
classroom of a public technical High School in the city of Manaus. Upon the implementation of
this didactic sequence, with discussions and practical experiments with robotic prototypes about
concepts and physical principles regarding the phenomena under study, it was possible to verify
evidences of a significant learning of concepts of speed and acceleration from the results analyzed
with SOLO taxonomy and evaluation criteria from conceptual maps.
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