This research aims to investigate how the realization of computational and experimental
activities contribute to the development of the learning process. The proposal is to work
with activities that can show that it is possible to learn electrical circuits using the
integration of Multisim software with experimental practices. The work is based on the
Theory of Conceptual Fields, established by Gérard Vergnaud, as a theoretical
framework, because it is a theory that best presents elements for analysis of the subjectin-action, the focus of our investigation. For this author, knowledge is organized into
conceptual fields whose domain on the part of the learner, is happening over a long
period of time, through experience, maturity and learning (MOREIRA, 2002). It is
planned and applied an educational sequence, educational product, targeted to meet the
characteristics of this research. The application of the sequence took place in a state
school in the city of Manaus - AM, with a 3rd year high school class. The content of
electrical circuits was worked using Multisim software, considered free, concomitant to
the experimental practice in order to make them mutually. In all activities, instruments
of data collection were used such as: responses and subjective reports of the students in
the scripts of computational and experimental activities; in pre-test and post-test; in the
evaluation questionnaires of teaching tools and in the evaluation questionnaire of
pedagogical practice. The results show that the proposed integration between activities
using Multisim and the experimental practices can provide students a better insight into
the epistemological theoretical models in physics, promoting interactivity and their
engagement in their own learning, transforming the classroom into an enabling
environment for learning.
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