A predisposição para aprender física : o impacto das tecnologias digitais na construção da aprendizagem significativa

Abstract

In the present work, the relationship between motivation and Physics Teaching is investigated, seeking to answer "How have DICTs been mobilized as advance organizers to favor the predisposition to learn Physics, in the period from 2015 to 2025?". To achieve this objective, the research sought to analyze and systematize the national academic knowledge production, looking for a connection between Meaningful Learning and motivation in Physics Teaching, mediated by the use of DICTs. The adopted methodology is characterized by a systematic literature review with a "State of the Art" scope, utilizing a qualitative and descriptive approach. After applying inclusion and exclusion criteria in the Capes Periodicals Portal, SciELO, Oasisbr, and Google Scholar databases, 29 articles were selected for thematic content analysis, using Bardin's Content Analysis as a framework. The results indicated that DICTs, especially software and computer simulators, act as suitable advance organizers to introduce concepts with a high level of abstraction. Important findings were that 93.1% of the analyzed studies identified an improvement in student motivation and engagement in the classroom when digital technology resources are introduced, and that 82% of the articles presented evidence of Meaningful Learning. However, the study showed that there is a need for investigations focused on Elementary Education and Youth and Adult Education.