The present work highlights the study on the approach of the chaotic system involved in
non-linear electrical circuits in didactic activities in the teaching of Physics, in High
School, through online simulations of the applet type. The objective of this research was
to apply a non-linear system to the circuits and their related equations to then analyze
and verify their behavior, a subject that is part of the 2nd part of Physics 03 in High
School and which are studied in the 3rd year in Electricity, in a more dynamic,
profitable, contextualized way and with the aid of an online simulator, free of charge
and open access. It is worth mentioning that an important detail in this work was to
insert the content of the chaotic system, a subject that is not even seen in undergraduate
courses. This is the differential of the work, incorporating content that is not inserted in
the curriculum of High School, but the intention here is only to contextualize it within
the electrical circuits and show the importance of it using simulations to better
understand them. The simulations were approached by a simulator called Falstad that
served as a resource used as a strategy to mediate the teaching of electrical circuits
involving chaotic system and make learning more effective and active through graphics
and mathematical modeling from the virtual simulator. The activities proposed in this
research were based on the constructivist theory of Jerome Bruner that takes into
account teaching by discovery and the proposal for a curriculum in a spiral format, in
which the content is proposed in a superficial and in-depth way according to the
student's learning. As a tool for data collection, a questionnaire was used as a diagnosis
on the subject at hand, a pre-test to measure knowledge about the issues involved, a list
of activities based on the outline of the class and a post-test as an evaluation. It can be
seen that from the proposed methodology taught in schools, it was obtained from the
students' view that it shortened doubts and was a potentially significant methodology
and using the simulations, experiment and the physical concepts already clarified, and
thus, approached theoretical and scientific knowledge of Physics with the student's
reality, favored their learning, connections between problem situations presented in
virtual simulations and physical contents were obtained through interaction and direct
contact, aroused the pleasure of learning and activities, and had an innovative character,
making Physics classes more profitable.
|
