TEORIA CONSTRUTIVISTA NO ENSINO DE FÍSICA MEDIADA PELA TECNOLOGIA: UMA REVISÃO SISTEMÁTICA

Richar Nicolás Durán Andrades; Romeu Miqueias Szmoski; Awdry Feisser Miquelin

doi:10.26512/rpf.v8i1.53297

Authors

Richar Nicolás Durán Andrades
Romeu Miqueias Szmoski
Awdry Feisser Miquelin

DOI:

https://doi.org/10.26512/rpf.v8i1.53297

Keywords:

Physics teaching. Constructivism. Vygotsky. Educational Technology.

Abstract

The following study aims to present an analysis of the research that uses constructivism as a
theory of learning in the teaching processes of Physics mediated by technologies in the last four
(4) years. The research is of a descriptive bibliographical type, where it allowed to carry out
a systematic review of two selected works. For this purpose, the methodology called Methodi
Ordinatio proposed by Pagani, Kovaleski and Resende (2018) was used, which allowed filtering
two works with the highest citations within various databases such as; Scopus, Web Science,
Science direct and Scielo, I have data of national and international level. The keywords used
for the search form three (3) combinations presented in the following way; Physics teaching
and constructivism and technology; Physics teaching and constructivism; physics teaching
and constructivism and educational technology. As part of two results, a total of 139 articles
turned to the Physics Teaching is obtained and finally presenting analyzes of 11 articles in the
Physics Teaching area that relate to constructivist theories. It was possible to get some ideas
from the research scenario that addresses the use of some tools of educational technology in the
teaching-learning processes using constructivism as a learning theory

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