Uma Abordagem Prática para o Ensino da Termodinâmica Utilizando Arduino e Vasos Cerâmicos

Abstract

This dissertation investigates the application of a didactic sequence based on Vygotsky socio-cultural theory, developed from the perspective of inquiry-based teaching, focusing on collaborative learning and social mediation for conceptual construction in physics teaching. The research was conducted in a state school in the city of Juti, Mato Grosso do Sul, with a class of high school students. A diagnostic assessment was applied using a questionnaire on prior knowledge about temperature, heat, and evaporation. Subsequently, the students participated in experimental activities that fostered peer interaction and the analysis of thermal phenomena, accompanied by pre- and post-activity assessment instruments to quantify student learning. As a central pedagogical resource, an evaporative cooling system with sensors integrated into the Arduino platform was used, allowing for the collection and graphical analysis of temperature and humidity data in real time. The data analysis showed advances in the students' understanding of the concepts of heat, temperature, and evaporation, as well as greater student engagement. The results indicate that the use of Arduino, combined with the investigative methodology, promotes the integration between theory and practice, facilitating the appropriation of Thermodynamics concepts. As an educational product, the dissertation presents a teacher's guide containing instructions for implementing the teaching sequence and the experimental apparatus in the classroom.