Robótica educacional aplicada ao ensino de Física: uma análise bibliográfica das pesquisas brasileiras no período de 2013 a 2022

Abstract

This study investigates the utilization of Educational Robotics as a support for teaching Physics, presenting it as a pedagogical and methodological tool capable of facilitating the accomplishment of practical and ludic interdisciplinary activities. This approach highlights Seymour Papert’s Constructionism as the fundamental theoric base, defining this concept and exploring the main kits that are available in the Brazilian market. The research intends to analyze the theoretical and methodological approaches that are present in the Brazilian studies about the application of robotics in the teaching of Physics over nine years (2013-2022). The aim is to comprehend the main approached themes, the materials that are used, and the teaching theories employed in those researches. The methodology uses a systematic review of the literature with a qualitative approach, utilizing the Qualitative Meta-analysis for analysis, interpretation and presentation of the collected results. The results of the research indicate that the application of robotics in the teaching of Physics is positive, predominantly utilizing four robotic kits. The approached thematics focus mainly on mechanics and electricity, which are based on four fundamental learning theories. Furthermore, there is a strong concentration of studies in the southern and northeastern regions of Brazil.