Objetos de aprendizagem: limitações funcionais no ensino médio e aplicabilidade no ensino de física sob uma perpectiva vigostkiana

Abstract

In this paper we review the new information and communication technologies (ICT), defining what are Learning Objects (LO) and how they have been used in teaching physics. Also reviewed the work of Vygotsky seeking indications of his educational theory to investigate the applicability of learning activities in teaching Physics that use OA in high school. We developed a survey instrument designed for teachers of high school to evaluate its effective use in Brazilian public and private schools and the functional limitations identified by them when they use these computing resources. Based on the literature, and under a vygotskian perspective, we apply some activities with pre-selected LO and evaluated with other research instrument the student's opinions about their use for teaching physics. Our study could support the good acceptance from the students with respect to their use, as reported in the literature and also by teachers, but showed that in addition to limitations of the LO's use, especially of computer simulations, highlighted in the literature and related to cognitive limitations that they can bring when used indiscriminately, there are deeper problems of functional nature that have limited the spread of its effective use by teaching staff.

An Integrated View of Communicational, Educational and Technological Categories Applied to the Content Production for IDTV and Mobile Devices

“…There are several definitions surrounding LOs. The definition used in the scope of this article states that a LO is any resource that can be reutilized to support learning (Silveira, 2010). The VILOs-Video Interactive of Learning Objects is an evolution from LO concept (Wolynec, 2008) because a new media (as video) was added to the original structure of LO.…”